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A GUIDE TO PROGRAM CONSTRUCTION IN A CALIFORNIA SEVENTH AND EIGHTH GRADE SCHOOL
A P ro je c t P re se n te d to th e F a c u lty o f th e School o f E d u c a tio n T he U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a
In P a r tia l F u lfillm e n t o f th e R e q u ire m e n ts f o r th e D eg ree M a ste r o f S c ie n c e in E d u c a tio n
by M ild r e d F o lm ar A u g u st 1950
UMI Number: EP46309
All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
Dissertation PWslisWing
UMI EP46309 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code
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iSA
, SI
Z-66FX
Th is p r o je c t report, w ritten under the direction of the candidate's ad v is e r a n d a p p r o v e d by h i m , has been pr ese nte d to an d ac ce pt e d by the F a c u lt y of the S c h o o l of E du c at io n in p a r ti a l fu lfi llm en t of the requirements f o r the degree of M a s t e r of Science in Education.
Adviser
Dean
Seeing Junior High from the Sky
Vina F School Ontario, California
Faculty
M iss M ildred F olm er P rin c ip a l
C lark Lew is B oys C o u n s e lo r V ic e P r in c ip a l S tu d e n t G o v e r n m e n t
M iss E lizab e th B erry G irls C o u n s e lo r S o c ia l S k ills S p e e c h A rts
Mrs. R uth W illiam s S e c r e ta r y
R oss A n th o n y S o c ia l S tu d ie s
A lb ert C o le b a n k B oys P h y s ic a l E d u c a tio n
M iss M a rg a re t A nn C ook G irls P h y s ic a l E d u c a tio n
Mrs. G la d y s C urtis E n g lis h V o c a tio n a l T r a in in g
M iss Beryl D artin g M a th e m a tic s
M iss S te lla De L acey E n g lis h A rt a n d S p e e c h
M iss Jo sep h in e G o ld sm ith M a th e m a tic s L ite ra tu re
La M arjo lain e G ra n t M iss R uth H a ls te a d Foods
Mrs. Ib e r H um m el E n g lis h H o m e A rts
R ich ard Johnson B oys P h y s ic a l E d u c a tio n S o c ia l S tu d ie s
E d Jones M a th e m a tic s G e n e r a l S c ie n c e
M ark Jones M e c h a n ic a l D ra w in g . M e ta l S h o p
K eith Larick M a th e m a tic s
Mrs. C o n n ie M cB ade B oys a n d M u sic
M iss S h irley M aa s G irls P h y s ic a l E d u c a tio n
E n g lis h
G irls G le e C lu b
Jack R. M cB ade Speech D r a m a tic s
Mrs. E d n a M errim an C lo th in g
M iss E stelle M itchell A rt
M iss M a rc e lla N orris I n s tr u m e n ta l M u sic S o c ia l S tu d ie s
W e sle y P iper M a th e m a tic s T raffic O r d in a n c e S o c ia l S tu d ie s
F re d R ohrs S o c ia l S tu d ie s B oys P h y s ic a l E d u c a tio n
Mrs. F a y e S p en ce r E n g lis h L ib ra ry P r a c tic e a n d L ite ra tu re
M iss A d e la id e T eter E n g lis h J o u rn a lis m L ite ra tu r e
Mrs. Justin T o o th ak er S o c ia l S tu d ie s M a th e m a tic s
F W e a v e r T hornton S o c ia l S tu d ie s
Jo sep h V ieira W oo d sh o p
M iss M a u d e P eo p les M iss R uth S h ack elfo rd N u rses
Mrs. F ra n c is H arm o n Mrs. F lo ren ce B enson S u b s titu te s
PREFACE TO THE TEACHERS
H e r e we a r e ,
to g e th e r a g a in ,
in our f i r s t fa c u lty
m e e tin g p r i o r to b e g in n in g th e f a l l lo o k s h e a lth y , h ap p y ,
s e m e s te r.
and b e a u t i f u l l y
E v ery o n e
su n -ta n n e d .
The
t a n may f a d e , b u t do k e e p t h e h e a l t h a n d h a p p i n e s s a l l y ear. By now , y o u h a v e b e e n n o t i f i e d b y m a i l w h a t y o u a r e to
te a c h t h i s f a l l .
As we h a v e m oved t o w a r d l e s s
and
l e s s h o m o g e n e o u s g r o u p i n g i n o u r s c h o o l , we h a v e a l s o p r o g r e s s e d t o w a r d m o re p a r t i c i p a t i o n i n p r o g r a m c o n s t r u c tio n .
E a c h y e a r , h a s s e e n t h e c o u r a g e o u s t r i a l o f so m e
t h i n g new .
Remember t h e a t t e m p t we made t h r e e y e a r s a g o
w ith a fiv e
i n s t r u c t i o n p e rio d day?
The p a r e n t s a n d
s tu d e n ts t o ld us p o l i t e l y b u t f ir m ly w hat th ey th o u g h t of th a t.
T h e n we t r i e d a p e r i o d c a l l e d d i r e c t e d a c t i v i t i e s
c o m b i n e d w i t h home ro o m p l a c e d a t t h e e n d o f t h e d a y . w as v e r y p o p u l a r w i t h t h e
stu d e n ts .
In th e o ry ,
it
It
p ro
v id e d w on d erfu l o p p o r tu n itie s f o r e x tr a - c u r r i c u l a r a c t i v itie s
fo r th e bus c h ild r e n .
L ast s p rin g , you ru le d i t
o u t a s a c o n fu s in g w a ste o f s t u d e n t tim e . little
Our ,fo d d M
p u p ils p r e f e r r e d to In v e n t ex cu ses to le a v e
home ro om e v e n i f
th e re w asn’t
a c lu b m e e tin g .
a lw a y s a t s c h o o l , b u t n e v e r I n c l a s s . w ork d i d n ’ t h e l p .
th e
They w ere
E v e n a d d e d home
They c h e e r f u l l y d i d t h e i r w ork a t
lii
home i n s t e a d o f i n Your h e lp l a s t
t h e home room* s p r i n g was i n v a l u a b l e
in th a t your
c a n d id c r i t i c i s m s p re v e n te d th e r e p e t i t i o n th e l a s t program u s e d . fo r th is y ear,
of e rro rs in
When y o u v i e w t h e m a s t e r s c h e d u l e
b e a r i n m in d t h a t y o u r d e s i r e s w e re c a r e
f u l l y w e ig h e d a g a i n s t th o s e o f e d u c a t i o n a l p r i n c i p l e s , th e w e lfa re o f o u r c h ild r e n ,
t h e d e m a n d s o f t h e c o m m u n ity ,
and th e l o c a l d i s t r i c t ’ s a b i l i t y t o p ro v id e *
W h erein t h e
s c a l e s b a la n c e d e v e n l y y o u r r e q u e s t s becam e l a w .
R em em ber,
to o ,
your ad
t h a t w h i l e y o u w e re g e t t i n g
t h a t sum m er t a n ,
m i n i s t r a t o r s w e re l a b o r i n g o v e r t h e d e t a i l s make t h i s y e a r s m o o t h e r f o r y o u . t h e im m e d ia te p le s
o u tlin e
to
s t u d y made o f
o f c o u rs e s ; u n d e rs ta n d th e p r i n c i
i n v o l v e d i n m ak in g i t ;
by i t .
R ead t h e
th a t are
th e n d e te rm in e
to
do y o u r b e s t
ACKNOWLEDGMENTS G ra te fu l re c o g n itio n i s
s i n c e r e l y g i v e n t o Dr* Osman
R . H u l l , now D e an o f t h e S c h o o l o f E d u c a t i o n , sity
o f S o u th e rn C a li f o r n ia ,
fo r in itia tin g
th e U n iv e r
in te re s t
in
t h e s c h e d u l i n g p r o b l e m som e y e a r s a g o i n a p r a c t i c u m a n d t o Dr* T ed G o r d o n , a l s o
o f t h e S c h o o l o f E d u c a t i o n , who
t a u g h t a n ,!o l d d o g new t r i c k s ” so t o p r a c tic u m and th e p r o j e c t , p ro g ram b e t t e r
s u ite d to
s p e a k b y m eans o f a
i n w h i c h h e made t h e s c h o o l
th e
tim e s*
A p p re c ia tio n i s
a lso
e x p r e s s e d t o M is s E l i z a b e t h B e r r y a n d Mr. C l a r k L e w i s , V i n a F . D a n k s J u n i o r H i g h S c h o o l c o u n s e l o r s , who p r o g r a m med e l e c t i v e s ,
and to
M is s S t e l l a D e L a c e y , E n g l i s h t e a c h e r
i n t h e same s c h o o l who o u t l i n e d
” The F r a m e w o r k o f P u b l i c
E d u c a ti o n i n C a l i f o r n i a ” w h ic h a p p e a r s i n t h e a p p e n d ix *
V
TABLE OF CONTENTS CHAPTER'
PAGE
INTRODUCTION ............................................................................................ PART I .
v iii
THE EXAMINATION
HOW TO APPLY THE STETHOSCOPE TO THE HEART OF THE SCHEDULING PROBLEM 1.
WEAKNESS:
How t o s e l e c t t h e
p r e s e n t sc h ed u le o f c la s s e s 2*
STRENGTH:
in firm itie s . .
. .
*
.
i n th e .
.♦
2
How t o t e s t w h a t i s w o r t h k e e p i n g i n
th e p ro g ram j u s t u se d . . . . • • • • PART I I .
. .
..
8
THE DIAGNOSIS
HOW TO MAKE THE TRANSITION FROM ELEMENTARY TO SECONDARY SCHOOL EASIER 3*
SIMPLIFICATION:
How t o a c c o m p l i s h b e t t e r
o r i e n t a t i o n o f s e v e n th g rade p u p ils Ij.*
INDIVIDUAL WELFARE:
• • * • * •
How t o p r o v i d e f o r i n
d i v i d u a l a b i l i t i e s ..................... .............................. • 5.
FACULTY ASSISTANCE: ance
l6
•*
31
How t o h a n d l e g r o u p g u i d
.................................................................................................* PART I I I .
THE TREATMENT
HOW TO IMPROVE THE PROGRAM OF CLASSES 6.
BETTER TIMING:
How t o make a b e l l s c h e d u l e
I n a s c h o o l w ith a bus p ro b le m . • • • • • « »
l±7
Vi
CHAPTER 7.
PAGE
PRACTICAL HELP:
How t o s e t u p c l a s s e s
a d e q u a te f o r v o c a t io n a l n eed s 8.
ENRICHED PROGRAM:
SOCIALIZATION: c u la r d e sire s
......................................
How t o p u t i n
a v o c a tio n a l i n t e r e s t 9*
.
•.
.
55
co u rses of
• «
6l
How t o make way f o r e x t r a - c u r r i • • • •
PART IV .
. .
. .
.
. . . . . . .
67
THE CURE
HOfsf TO MAKE THE 1 9 5 0 - 1 9 5 1 PROGRAM 10.
INSTRUCTOR WELFARE:
How t o e c o n o m iz e o n t h e .
76
..............................
85
u s e o f t e a c h e r t i m e ......................................... ..... 11.
WHOLESOME DIET:
How t o b l o c k i n t h e s u b j e c t s
c o n sid e re d n e e d fu lf o r 1 2 .'
FINAL CHECK-UP: m a ste r sc h e d u le
.
th e s tu d e n ts
How t o map o u t t h e
te a c h e rs1
. • . . . • • • • • • • •
BIBLIOGRAPHY.............................................. .....
. ♦
100
. .
117
AUDIO-VISUAL A I D S ........................................................................................ 123 APPENDIX .
.
................................................................................................ 126
v ii
EXHIBIT
PAGE
A.-
SEGREGATING BOYS AND GIRLS BY SCHOOLS............................. 18
B.
FORMING SEVENTH GRADE HOME ROOM SECTIONS . . . .
C.
SAMPLE COPY OF LIST BY SCHOOLS...............................................21
D.
HOME ROOM SECTIONS ORGANIZED FROM LIST BY SCHOOLS 2 2
E.
ROOM AND TEACHER ASSIGNMENTS TO PLACEMENT CENTERS 23
F.
HOME ROOM CHART PREPARED FOR T E A C H E R S ...........................2 3
G.
THE DAILY TIME SCHEDULE FOR 1 9 5 0 - 5 1 .................................. 50
H.
SPECIAL TIME SCHEDULE FOR ASSEMBLY OR MINIMUM DAY 52
I.
CAMPUS SUPERVISION CHART.............................................
J.
CLASS PROGRAM BLANKS......................................................................... 89
K.
PROGRAM CARD FOR INDIVIDUAL STUDENTS................................91
L.
MAIN B U IL D IN G ...............................................................................
M.
OUTER B U IL D IN G S...................................................................................10 2
N.
SCHEDULE BLANK FILLED I N ............................................................ 106
0.
FILLED IN SEVENTH GRADE SCHEDULE BLANK ..................... 107
P.
SAMPLES OF TRIAL SCHEDULES SHOWING TRANSCRIPTION
FROM STUDENT PROGRAM TO TEACHER PROGRAM
.
. . . .
19
.
77
. 10 1
108
Ql.
TEACHERS' MASTER SCHEDULE..........................................................113
R.
TEACHERS' MASTER SCHEDULE CONCLUDED........................... lli|.
v iii
INTRODUCTION S ta te m e n t o f th e
P ro b le m *
In th e b u sy l i f e
o f th e
j u n i o r h i g h s c h o o l p r i n c i p a l , he h a s b e e n ad m o n ish e d t o ffi n t e r p r e t t h e
e d u c a tio n a l program th ro u g h a n n u a l r e p o r t s ,
school b u lle tin s ,
le tte rs
to p a re n ts ,
and p r e s e n ta tio n s to l o c a l , se rv ic e o r g a n i z a t i o n s . s i o n a l l y , he aw akens to
c iv ic ,
It
is
new spaper p u b l ic i ty ,
so c ia l,
p o litic a l,
not su rp risin g
th a t,
and occa
t h e f a c t t h a t he h a s b e e n so i n
v o lv e d w ith e x p la in in g e d u c a tio n a l p h ilo s o p h y and c u r r i c u la r
tre n d s th a t he h as n o t e v a lu a te d w ith h im se lf and h is
f a c u l t y t h e i r program o f
co u rses o f f e r e d .
A p p a re n tly c u rric u lu m i s
ev er u n d er th e s p o tlig h t o f
o b s e r v a t i o n , b u t th e p ro g ram w h ich e m b ra ce s t h e c u r r ic u lu m is
t h e l o c a l t r a d i t i o n a l o n e made u p o f t h e c o u r s e s t h e
t e a c h e r s have a lw a y s t a u g h t , c ip a l h im se lf,
t h e t y p e p r e f e r r e d by t h e p r i n
o r som e o t h e r u n a u t h e n t i c
sc ra m b le o f c o u rs e s
t h a t th e w o rrie d a d m i n i s t r a t o r a sse m b le s i n th e
summer a n d
th e t e a c h e r v iew s w ith a la rm i n th e f a l l . T h e re fo re , th e pu rp o se of t h i s th ro u g h th e
stu d y i s
to b r i n g ab o u t
c o o p e ra tiv e p la n n in g o f th e p r i n c i p a l and h e r
1 C a l i f o r n i a F r a m e w o rk C o m m i t te e , A F r a m e w o r k f o r P u b lic E d u c a tio n i n C a l i f o r n i a . C a lif o r n ia S ta te D e p a rtm e n t o f E d u c a t i o n , . S a c r a m e n t o , 19^-9* P* 3 0 ( S e e IfF r a m e w o rk n o u t l i n e i n A p p e n d ix .)
ix
f a c u l t y th e m o d e rn iz a tio n o f th e p r e s e n t p rogram o f c o u rs e s o f f e r e d a t t h e V in a F . B anks J u n i o r H ig h S c h o o l i n o r d e r to m eet th e r e q u ir e m e n ts o f th e b e s t e d u c a tio n a l c r i t e r i a p o ssib le under lo c a l c o n d itio n s. Im p o rta n c e of th e p ro b le m .
T he n e e d f o r t h i s
lem c o u ld a r i s e f o r a n y a d m i n i s t r a t o r i n o rn ia
a ty p ic a l C a lif
j u n i o r h ig h s c h o o l o f g ro w in g s t u d e n t b o d ie s
sh rin k in g b u ild in g s . m e e tin g in q u ir e d :
and
A t ir e d te a c h e r in a sp rin g f a c u lty
MW hat b e ca m e o f
we a l l h a d a fe w y e a r s a g o ? v ia te d
p ro b
lu n ch p e rio d s t i r e
th e p r e p a r a t i o n p e r io d
An e x t r a c l a s s a d d e d t o a b b r e
th e te a c h e r s and le s s e n t h e i r
e f f i c i e n c y . 11 T h is i n s t a n c e
b ro u g h t in to
fo cu s th e d e s ire
a s tu d y o f th e p ro g ram o f f e r e d to n e ce ssa ry to
ju stify
th e
stu d e n ts.
f o r m ak in g I t w as
th e f a c t t h a t e v e ry te a c h e r d id n o t
have a p r e p a r a t i o n p e r io d w ith in th e p u p ils*
school day.
So many l o c a l f a c t o r s a d d e d r a m i f i c a t i o n s t o t h e p r o b l e m , t h a t a d e t a i l e d s tu d y was n e c e s s a r y . An a d d e d m o t i v a t i o n f o r m a k i n g t h e
s t u d y w as t h a t t h e
p r i n c i p a l h a d j u s t b e e n in fo rm e d o f t h e a p p o in tm e n t by th e d is tric t
o f a c u rric u lu m e x p e r t i n charge o f g ra d e s f o u r
th ro u g h e i g h t .
H er i n t e r e s t t h e n becam e t w o - f o l d :
i m p r o v e i n t e r n a l p u b l i c r e l a t i o n s a n d (2 )
to
(1 )
s k e tc h an
a c c u ra te p o r t r a i t of th e p ro g ram o f f e r e d f o r th e u se o f
to
.X
th e
j u n i o r h i g h s c h o o l 1s f i r s t The l o c a l
s e ttin g
c u rric u lu m c o n s u lta n t.
o f th e p ro b lem .
The V i n a P . D a n k s
J u n i o r H ig h S c h o o l d i f f e r s f r o m m o st j u n i o r h i g h s c h o o l s in C a lifo rn ia in th a t i t it
is
ta ry
T e c h n ic a lly ,
a d e p a r t m e n t a l i z e d s e v e n t h a n d e i g h t h g r a d e e le m e n sc h o o l.
S ix t h g rad e g ra d u a te s fro m s ix e le m e n ta ry
sc h o o ls pour in to ta ry
la c k s a n in th g rad e.
its
g a te s e a c h S e p te m b e r.
The e l e m e n
s c h o o ls 1 s u p e rin te n d e n t and sc h o o l-b o a rd se rv e
it
w ith th e o th e r s c h o o ls and w h e re in th e y can a f f o r d i t , a d m in iste r i t
i n e v e r y w ay a s t h e y w o u ld a s e c o n d a r y s c h o o l .
T he s c h o o l a d m i n i s t r a t i o n c o n s i s t s p rin c ip a l, se lo r,
a boys* v i c e - p r i n c i p a l ,
o f:
a su p e rv iso ry
a h a lf-tim e
g i r l s * coun
a s c h o o l n u r s e , an d one and a h a lf - t im e
se c re ta rie s.
S u p e r v i s i o n i s a i d e d b y th e d i s t r i c t m u sic s u p e r v i s o r and t h e new c u r r i c u l u m e x p e r t . T h i s f a l l t h e r e w i l l b e lp02 e i g h t h g r a d e
s t u d e n t s , ip55
in c o m in g s e v e n t h g ra d e p u p i l s , a n d o p t i m i s t i c a l l y s p e a k in g , t h e o u t - o f - d i s t r i c t n e w c o m e rs w i l l e v e n l y r e p l a c e le a v in g th e d i s t r i c t a s th e y d id l a s t y e a r . th is
th o se
One h a l f o f
s t u d e n t b o d y a r r i v e s b y b u s a t 7slp5 A. M.
B uses le a v e
a t 3 P . M. T w e n ty -e ig h t and o n e - h a l f tim e t e a c h e r s c h ild re n . is
i n s t r u c t 857
The t e a c h i n g l o a d o f t h i r t y p u p i l s p e r t e a c h e r
a heavy seco n d ary lo a d ,
but i t
d o esn ft
seem u n r e a s o n
a b l e i n t h e l i g h t o f t h e f a c t t h a t ■e l e m e n t a r y s c h o o l s i n
x i
th e d i s t r i c t house fro m t h i r t y - e i g h t
to f o r ty - th r e e
in a
c la s s r o o m due t o l o c a l b u i l d i n g an d f i n a n c i a l c o n d i t i o n s * H o w e v e r, a b u i l d i n g p r o g r a m i s now g o i n g f o r w a r d w h i c h w i l l im p r o v e t h e
s i t u a t i o n w i t h i n tw o y e a r s *
B u ild in g sp a ce and p la y g ro u n d a r e a occupy an im p o rta n t p lac e
i n th e p ro b lem .
b u ild in g , a c a f e te r ia ,
On e i g h t a c r e s i s p l a c e d a m a i n a shop b u i ld i n g ,
tw o P h y s i c a l E d u
c a t i o n b u n g a lo w s, a n d th e d i s t r i c t ! s A d m i n i s t r a t i o n B u i l d in g . in to
P la n s are
to r e c o n v e r t th e A d m in is tr a tio n B u ild in g
a d d i t i o n a l c la s s ro o m s a n d P h y s ic a l E d u c a tio n f a c i l i
t ie s w ith in a y e a r. I n m a in b u i l d i n g a r e a d m i n i s t r a t o r s ’ o f f i c e s ,
a sm a ll
l i b r a r y w h i c h s e a t s I4.0 , a n a u d i t o r i u m c o n t a i n i n g 7 0 0 s e a t s , a g i r l s 1 s m a l l h o s p i t a l ro o m w h i c h d o u b l e s f o r a s u p p l e m e n ta r y b o o k s t o r e r o o m , a n u r s e ’ s o f f i c e w here t e x t b o o k s are s t o r e d ,
g i r l s ’ an d boys*
la v a to rie s,
and tw e n ty c l a s s
ro o m s* The c a f e t e r i a b u i l d i n g c o n t a i n s a m a i n d i n i n g w h e re 2f>0 s i t c o m f o r t a b l y ; seven sc h o o ls;
a k itc h e n e q u ip p e d t o
room
serv e
a P o o d s l a b o r a t o r y , p l a n n e d f o r 2ij.j a C l o t h
i n g ro o m h a n d l i n g t h e sa m e n u m b e r ; a g i r l s ’ P h y s i c a l E d u c a tio n c la ss ro o m ;
and a t e a c h e r s ’ lu n c h ro o m t h a t d o u b le s
f o r a c l a s s r o o m i n H o m e -m a k in g p a r t o f t h e d a y . Shops c o n s i s t o f a la r g e
w o o d s h o p f o r 27 b o y s ,
a
x ii
m e t a l s h o p f o r t h e sam e n u m b e r , a m e c h a n i c a l d r a w i n g ro o m w h ic h c o u ld h a n d le 3 0 , a s m a ll v i s u a l a i d s l e c t u r e and an a d d i t i o n a l boys*
ro o m ,
la v a to ry .
E ac h o f t h e p h y s i c a l e d u c a t i o n b u n g a lo w s a r e l a r g e c l a s s r o o m s b u t do n o t h a v e s h o w e r o r d r e s s i n g - r o o m f a c i l i tie s . W ith in t h i s
e d u c a tio n a l la b o ra to ry ,
ro o m s e c t i o n s m u s t b e s c h e d u l e d . c l o s e r e x a m i n a t i o n show s t h a t i t
It
t w e n t y - f o u r home
so u n d s s im p le u n t i l
is n o t p o s s ib le to
a n e n t i r e home r o o m s e c t i o n i n t o s u c h l a b o r a t o r i e s p r o v i d e d f o r Home M a k in g c l a s s e s ,
th ru st as a re
I n d u s t r i a l A rts c o u rse s,
S c i e n c e , D r a m a t ic s , a n d o t h e r e l e c t i v e s w here
th e e n v iro n
m ent h a s b e e n p l a n n e d f o r i n d i v i d u a l t r a i n i n g . D e f in itio n of te r m s . w ill r e f e r to th e
P ro g ra m m ak in g i n
sc h e d u lin g of th e stu d e n ts *
d a i l y p ro g ram s f o r th e
e n tire
c o m in g y e a r .
c u lu m w i l l b e e x a m i n e d i n o r d e r t o be p u t i n t o
t h i s g u id e and te a c h e rs *
A lth o u g h c u r r i
d e te rm in e w hat sh o u ld
t h e d a i l y p r o g r a m , p r o g r a m m a k i n g i s i n n o way
t o b e c o n fu s e d w i t h c u r r i c u lu m m ak in g .
A lso ,
a lth o u g h ,
i t b e c o m e s n e c e ;s sa r* y t o e x a m in e t h e b e l l s c h e d u l e a n d t h e a llo tm e n t' o f p e r io d s , th e t e c h n i c a l i t i e s
th e a c t u a l m a th e m a tic a l fo rm u la e and
o f s c h e d u l i n g d i d n o t i n t e r e s t th e
e r s e x c e p t i n th e m ost f u n c t i o n a l w ay.
te a c h
x iii
P h ilo s o p h y em ployed i n t h e p r o b le m * I n t h e San B e rn a d in o C ounty i n s t i t u t e s e s s i o n s , i n t h e i r p r i v a t e f a c u l t y m e e tin g s, and w ith in t h e i r in - s e r v ic e
tra in in g courses,
t h e f a c u l t y o f t h e V ina F . Danks J u n i o r H ig h S c h o o l h a d s t u d i e d tfA Framework f o r P u b l i c E d u c a t i o n i n C a l i f o r n i a ” . ^ From t h e p r o f e s s i o n a l e m p h a sis g i v e n i t ,
t h e g rou p d e c i d e d
t o a c c e p t an d a b id e by i t s p h i l o s o p h y a s n e a r l y a s p o s s i b l e . F o r t h e i r p l a n t o p a r t i c i p a t e w i t h th e p r i n c i p a l i n p ro g ra m p l a n n i n g , t h e y d e r i v e d t h e i r r i g h t s fro m t h i s p a r t o f i t s te x t: The c o n s i s t e n t p r a c t i c e an d u s e o f d e m o c r a tic p r o c e d u r e s b e tw e e n a d m i n i s t r a t o r s and t e a c h e r s , t e a c h e r s an d t e a c h e r s , t e a c h e r s a n d p a r e n t s , an d t e a c h e r s and stu d e n ts w i l l b u ild th e f le x ib l e but stro n g s tr u c tu re i n w h ic h g ro w th can d e v e lo p . Those c o n c e r n e d w i t h t h e e d u c a t i o n p r o g r e s s m ust b e a i d e d i n b u i l d i n g t h e s k i l l s o f s u c c e s s f u l i n d i v i d u a l a n d g ro u p i n t e r a c t i o n . I f t e a c h e r s a r e t o a t t a i n f u l l com petence and c r e a t i v i t y t h e i r p h y s i c a l , m e n t a l , e m o t i o n a l n e e d s m u st be r e c o g n i z e d . B urd ens m ust be s h a r e d , c o m p l a i n t s i n v e s t i g a t e d a n d , i f p o s s i b l e , a d j u s t e d . A c l i m a t e o f m u tu a l t r u s t an d c o n f id e n c e m ust p r e v a i l . 3 Then t h e p r i n c i p a l c o n v i n c e d h e r s e l f t h a t t h e y were on t h e r i g h t t r a c k b y a r e v i e w o f c o n te m p o r a r y p r o f e s s i o n a l l i t e r a t u r e w h ich l e a v e s no d o u b t t h a t d e m o c r a tic r e l a t i o n s h i p s t h r o u g h o u t th e s c h o o l a r e a n a t u r a l r e s u l t o f d e m o c r a tic a d m i n i s t r a t i o n .
2 Ib id
.f p .
233
3 I b i d . . p . 235*
x iv
The g r o u p e o n c e r n i n g i t s e l f w i t h p r o g r a m c o n s t r u c tio n based i t s
d e te r m in a tio n o f w hat to p u t in to th e s c h e
d u le on th e reco m m e n d atio n s i n
,fThe F r a m e w o r k , ” The S t a t e
o f C a l i f o r n i a E d u c a ti o n C ode, a n d th e d e s i r e s o f th e c h i l d r e n and p a re n ts o f th e th e p ro g ram to (1 )
c o m m u n ity .
C r itic a l e v a lu a tio n of
be o f f e r e d r e v o l v e d a r o u n d t h r e e q u e s t i o n s :
W hat g r o w t h a n d d e v e l o p m e n t o f c h i l d r e n i s
p la c e as a r e s u l t
ta k in g
o f t h e i r e d u c a tio n a l e x p e rie n c e ?
( 2 ) W hat
a r e th e n e e d s o f c h i l d r e n w h ic h e d u c a t i o n c a n and m u st m e e t? ( 3 ) W hat a r e t h e n e e d s o f s o c i e t y w h i c h e d u c a t i o n c a n a n d m ust m e e t? '^ M e th o d o f p r o c e d u r e .
The d i f f i c u l t i e s b e s e t t i n g u s
i n g o in g a b o u t m ak in g a b e t t e r s c h e d u le w ere a n a l y z e d by f a c u l t y m e m b e rs , le a d e rs h ip
c o u n se lo rs,
c la ss .
and s tu d e n ts o f th e
P r i n c ip l e s fo llo w e d i n
stu d e n t
c o rre c tin g d i f f i
c u l t i e s w ere b a s e d on c o n te m p o ra ry e d u c a t i o n a l p h ilo s o p h y re c o m m e n d e d f o r C a l i f o r n i a
ju n io r h ig h sc h o o ls, d e riv e d
£rom t h e f o l l o w i n g s o u r c e s : 1.
C a l i f o r n i a F ra m e w o r k C o m m i t t e e : fo r
E d u c a tio n i n C a l i f o r n i a .
D e p artm en t o f E d u c a tio n ,
4 Ib id .,
p. 39.
A F ra m e w o rk C a lifo rn ia S ta te
S a c r a m e n t o , 19^4-9•
XV
2.
A l l e n , A very :
’’I n t e r n a l P u b l i c R e l a t i o n s a r e
I m p o r t a n t, t o o . ”
C a l i f o r n i a J o u r n a l o f S e c o n d a ry
E d u c a t i o n , 2i^.:ifl0-ll}. (Nov. 19^-9) 3.
B r a n d e s , L o u is :
’’A d m i n i s t r a t i v e P r a c t i c e s i n
C a l i f o r n i a H igh S c h o o l s . ”
C a lifo rn ia Jo u rn al
o f S e c o n d a ry E d u c a t i o n , 2i|.:33l4--339 ( O c t. 19^9) • Ij..
Cwynn, J . M inor: S o c ia l T ren d s.
C u r r ic u lu m P r i n c i p l e s and The M a cm illan C o ., New Y o rk ,
19^4-3 • 6o 8 p p . 5.
K rug, Edward A . :
C u r r ic u lu m P l a n n i n g .
H arper
B r o s . , New Y o rk , 1 9 5 0 . 306 p p . 6.
L e e , J . M urray an d L ee , D o r r i s May: and H is C u r r ic u lu m . 19^ 0 . 652 p p .
The C h i l d
D. A p p le t o n - C e n tu r y C o .,
1
PART I .
THE EXAMINATION
HOW TO APPLY THE STETHOSCOPE TO THE HEART ■OF THE SCHEDULING PROBLEM When d i d y o u h a v e y o u r l a s t p h y s i c a l e x a m i n a t i o n ? Was i t w h e n y o u a p p l i e d f o r l i f e
in su ra n c e ,
o r w ere y o u
r e q u i r e d t o have one i n o r d e r t o ren ew y o u r te a c h i n g c re d e n tia l?
Upon t h i n k i n g a b o u t t h e
ju n io r h ig h sc h o o l
s c h e d u l e , we w i l l p r o b a b l y f i n d t h a t a t h o r o u g h e x a m i n a tio n of i t
to o h a s b e en p o stp o n e d .
E ven as i t fre q u e n tly , je c ts
it
is d e sira b le
to have a p h y s ic a l ch eck -u p
i s w e l l t o e x a m in e t h i s f r a m e w o r k o f s u b
t h a t h o l d s o u r s c h o o l t o g e t h e r a s a n o r g a n i z e d w h o le *
I n d o in g s o , a lo a n o f th e m e d ic a l te c h n iq u e i s n o t a m is s . S u re ly th e r e
i s no p r o f e s s i o n t h a t i n s i s t s upon t h e u se
o f m ore t h o r o u g h s c i e n t i f i c
k n o w le d g e o r o f h i g h e r e t h i c s .
B e f o r e we s e t a b o u t c o n s t r u c t i n g a new/ s c h o o l p r o g r a m , l e t u s e x a m in e t h e o n e j u s t u s e d f o r s i g n s o f w e a k n e s s o r o f stre n g th *
2
CHAPTER 1 .
WEAKNESS
HOW TO SELECT THE IN FIRM ITIES IN THE PRESENT SCHEDULE A.
BENEFITS:
C arefu l a n a ly sis
o f th e fla w s in th e
school
p r o g r a m j u s t u s e d w i l l show s o u r c e s o f u n h a p p i n e s s * 1.
HAPPIER STUDENTS:
C o rre c tio n o f d isc o v e re d a re a s
o f p u p il d i s s a t i s f a c t i o n w i l l b r ig h te n th e l i v e s o f th e boys and g i r ls * 2*
SATISFIED
TEACHERS:
S ore p o i n t s i n th e
te a c h e rs*
s c h e d u le c a n be d i s c o v e r e d an d r e m e d ie d . 3.
CONFIDENT PRINCIPAL: g re a te r f a ith
** t
B.
PROBLEMS:
-
T he a d m i n i s t r a t o r
w ill fe e l
i n h e r new p r o g r a m .
S u g g e stio n s f o r i s o l a t i n g th e w eaknesses .
.
.
.
o f th e p re s e n t sc h e d u le . 1.
How t o c o m p l a i n l e g i t i m a t e l y a b o u t t h e d i s l i k e s you have o f th e program . a.
W rite
a s ig n e d r e p o r t on sc h e d u le p ro b lem s
f o r th e p r i n c i p a l . b.
A c t on a c o m m itte e t o
in v e s tig a te
a n d im p rov e
th e pro g ram . c.
R epo rt f in d in g s to th e f a c u l t y a t la r g e .
d.
R equest e ac h te a c h e r to a n a ly z e th e d i f f i c u l tie s
e.
in th e in v e n to ry o f th e c la s s e s .
B rin g o u t i n t o th e open a t f a c u l t y m e e tin g , t h e ”p e t p e e v e s ” o f t h e t e a c h e r s .
(1)
T he l u n c h p e r i o d i s
to o s h o r t .
(2 )
E v ery o n e h a s n o t a f r e e p e r io d f o r p r e p a r a tio n .
(3)
A home ro o m p e r i o d p l a c e d a t t h e e n d th e day i s
(If.)
of
not fu n c tio n in g f o r good.
The a m o u n t o f s h o p a n d home e c o n o m i c s o ffered th is
y e a r d oes n o t m eet th e
re q u ire m e n ts
s u g g e s te d by th e s t a t e
d e p a rtm e n t o f e d u c a tio n . (5 )
T he e i g h t h g r a d e i s
a c c u se d o f h a v in g
t o o many e l e c t i v e s . (6 )
Why i s
o u r q u o ta o f te a c h e r s n o t h ig h e r ?
(7)
T h e r e may b e t o o g r e a t a jump b e t w e e n th e s i x t h g ra d e and th e
(8 )
se v e n th .
The t e n m i n u t e s b e f o r e b u s t i m e a f t e r s c h o o l seem s a h a n d i c a p .
(9 )
Tim e i s l a c k i n g f o r e x t r a - c u r r i c u l a r a ffa irs.
(1 0 )
P u p ils have to o l i t t l e
tim e f o r m ake-up
w ork. (11)
C h i l d r e n c a n n o t b e p u n i s h e d a f t e r -s c h o o l , w h ic h i n d i c a t e s a d is a g r e e m e n t on c o n c e p t of d isc ip lin in g .
How t o
a d ju s t th e s e c o m p la in ts.
k a*
Make a s t u d y o f o t h e r s c h o o l p r o g r a m s .
b.
D i g o u t t h e p r i n c i p l e s b e h i n d o u r own s c h e d u l e
c*
D is c a r d w hat i s u n w o rth y .
d*
M a in ta in w hat i s
e*
R e sp e c t and s u p p o r t th e p ro g ram a g re e d upon
a c c e p ta b le .
by th e m a jo r ity . How t o c o m p a r e o u r p r o g r a m o f c o u r s e s w i t h t h a t o f sc h o o ls o f l ik e a.
siz e
and w e a l t h .
V i s i t tw o y e a r j u n i o r h i g h s c h o o l s i n W h i t t i e r , O ra n g e , an d In g le w o o d *
b*
W rite f o r m a s te r s c h e d u le s fro m j u n i o r h ig h sc h o o ls n e a r b y . (1)
A rro w v iew , a t S an B e r n a r d in o h a s 825 p u p ils *
(2 )
U p l a n d h a s i}.00 s t u d e n t s *
(3 )
R e d la n d s e n r o l l s
(l|_)
F o n ta n a h a s 1100 p u p i l s .
( 5)
e.
ab o u t 1200.
C orona h a s a n e n r o l l m e n t o f 6 0 0 .
Sum u p t h e i m p o r t a n t l i k e n e s s e s * (1)
T h ey o f f e r E n g l i s h , m a th e m a tic s,
so c ia l stu d ie s,
and p h y s ic a l e d u c a tio n
to ev ery c h ild e v ery day. (2 )
San B e rn a rd in o
sc h o o ls have a h a l f -
h o u r lu n c h p e r io d b e ca u se o f d o u b le and trip le
lu n ch p e rio d s .
(3)
R e d l a n d s a n d C o r o n a h a v e home ro o m s c o m b in e d w i t h a c l u b p e r i o d a t t h e e n d o r th e day.
(if)
A ll ju n io r h ig h sc h o o ls have s im ila r c o u n se llin g h e ad s.
(5>)
The tw o y e a r j u n i o r h i g h s c h o o l s h a v e a lik e
te a c h e r q u o ta .
T o ta l th e d if f e r e n c e s . (1 )
S c h o o l s o u t s i d e o u r c o u n t r y h a v e if£ o r 5 0 m in u te * l u n c h p e r i o d s .
(2 )
M ost s c h o o l s h a v e a p r e p a r a t i o n p e r i o d o r a stu d y h a l l f o r te a c h e rs*
(3)
use.
T he m a j o r i t y u s e a s o c i a l l i v i n g o r c o re c u rr ic u lu m c o u rs e a s a g u id a n c e la b o ra to ry .
(if)
S e v e ra l sc h o o ls d iv id e
t h e i r day in to
seven i n s tr u c ti o n p e rio d s in s te a d o f our six . ( 5)
P ra c tic a lly
a l l s c h o o ls have a day t h a t
r u n s f r o m 20 t o 3 0 m i n u t e s l o n g e r t h a n our day• (6)
O n ly t h e s c h o o l s n e a r b y h a v e o u r b u s p ro b le m .
C.
PERFORMANCE:
E x p e r i e n c e s t h a t w i l l a i d u s t o e x a m in e
o u r sc h e d u le c r i t i c a l l y # 1*
Make a c h a r t u s i n g t h e f o l l o w i n g h e a d i n g s : SCHEDULE DISLIKES
2.
WHY THEY EXIST
A sk s t u d e n t s f r o m o u t - o f d i s t r i c t how s t u d e n t sc h e d u lin g f a c t o r s
t h a t you h ig h ly d isa p p ro v e
w ere h a n d le d a t o t h e r s c h o o l s ,
D.
IMPROVEMENTS
and th e n le a d a
c la ss
d i s c u s s i o n on p ro g ra m im p ro v em en t f o r n e x t
y ear,
re p o rtin g th e r e s u l ts
EVALUATION:
to th e p r i n c i p a l .
T e s ts f o r b r in g in g o u t p ro g ram s h o r t
c o m in g s. 1.
R a te t h e
stu d e n ts *
p ro g ra m by p l a c i n g 20 p o i n t s
in each b la n k b e fo re to
th e s ta te m e n t t h a t a p p lie s
o u r sch o o l*
a.
The c h i l d r e n o n t h e w h o le a p p e a r h a p p y
b.
The l a s t p e r i o d o f t h e d a y f i n d s t h e s t u d e n t s c alm a n d n o t to o t i r e d *
c.
The s t u d e n t s a r e
g e n u in e ly i n t e r e s t e d
in w hat th e y a re
ta k in g .
S e v e n t h g r a d e p u p i l s se e m o r g a n i z e d f o r w o rk , re m e m b e rin g m a t e r i a l s , E ig h th g ra d e rs th e (
show p r o f i c i e n c y i n a c t i n g
s e n io r g ro u p .
T o ta l•
e tc .
R a t e t h e t e a c h e r s 1 p r o g r a m b y p l a c i n g 20 p o i n t s in e ach b la n k b e fo re th e
se n te n c e
th a t a p p lie s
to o u r sc h o o l* a*
( ) The
t e a c h e r g o e s home f e e l i n g n o t t o o
tire d * b.
( ) The
in stru c to r fe e ls
c alm a n d p r e p a r e d
in c la ss* c*
( ) T he
p e rio d fo llo w in g lu n c h p e rio d ,
th e
t e a c h e r h a s renew ed en erg y * d.
( ) H a v in g th o u g h t c a r e f u l l y o f a l l p o s s i b l e fa c to rs,
y o u w o u ld n o t t r a d e
sc h ed u le s
w ith a te a c h e r in San B e rn a rd in o , R e d la n d s, F o n ta n a , e.
( ) The is
)
o r C o ro n a *
t i m e d e m a n d ed o u t s i d e t h e c l a s s r o o m no m o re t h a n t h a t r e q u i r e d i n m o s t
sch o o ls* (
U p la n d ,
T o ta l*
CHAPTER 2 .
STRENGTH
HOW TO TEST WHAT I S WORTH KEEPING IN THE PROGRAM JUST USED A.
BENEFITS,: a tiv e 1*
T e s tin g f o r p o s itiv e f a c to r s as w e ll as neg
ones i s
good c o n s t r u c t iv e
RESTORED FAITH:
The d i s c o v e r y o f w o r t h w h i l e p a r t s
b u ild s b e li e f in th e 2.
c ritic ism .
v a lu e o f th e p ro g ram .
TOLERANCE THROUGH UNDERSTANDING:
He who u n d e r
s ta n d s th e p r i n c i p l e s b a ck o f h i s p rogram f a v o r s i t . 3*
FIRM FOUNDATION:
W hat i s
r i g h t i n th e sc h e d u le
becom es th e f o u n d a t i o n upon w h ic h t o b u i l d . B.
PROBLEMS:
S u g g e stio n s g iv e n f o r th e u se o f th e b e s t
m a te r ia l in our c a ta lo g u e o f c la s s e s . 1.
How t o f i n d c u r r i c u l u m r e q u i r e m e n t s b y t h e
sta te
of C a lifo rn ia . a.
A sk y o u r s e l f i f we c o m p ly w i t h t h e s t a t e
edu
c a t i o n code i n s u b je c t m a tte r o f f e r e d . (1)
I n g ra d e s sev en and e i g h t , te a c h re a d in g , w ritin g , in g ,
a rith m e tic ,
m u sic , a r t ,
s c h o o ls m ust
la n g u a g e ,
sp e ll
g eo g ra p h y , h i s t o r y ,
h e a lth fu l liv in g ,
and m o ra ls
and m an n ers. (2)
A m inim um o f 6 0 0 m i n u t e s a w e e k m u s t b e d e v o te d to th e s e
su b je c ts.
b.
C h e c k o n w h e t h e r we t e a c h t h e s e s u b j e c t s f o r t h e r e q u i r e d a m o u n t o f tim e * (1)
F iv e p e r i o d s e a c h w eek a r e g iv e n t o th e te a c h in g o f E n g lis h , m a th e m a tic s,
so c ia l
s t u d i e s , an d p h y s i c a l e d u c a t i o n , w h ic h in c lu d e a l l (2 )
sta te
re q u ire m e n ts *
A t o t a l o f 1000 m in u te s s p e n t on s t a t e r e q u i r e d s u b j e c t s a llo w s tim e f o r o c c a sio n a lly
s u b s titu tin g p e rio d s of e x tr a
c u rric u la r in te re s ts ,
such as a sse m b lie s .
How t o m e e t m o d e r n c u r r i c u l u m d e m a n d s i n p r o g r a m c o n s tru c tio n * a*
S c h e d u le f o r th e m o t i v a t i o n o f good c u r r i c u lu m c o n t e n t . (1)
A tr a d itio n a l o u tlin e
o f co u rses w ill
b rin g f o r th o ld -fa sh io n e d co u rses of stu d y . (2)
An e v e r - p r o g r e s s i n g t r a n s i t i o n a l p l a n w i l l g r a d u a l l y im p ro v e t h e
(3)
school c a le n d a r.
A to o sudden change c a u s e s s tu d e n t and te a c h e r in s e c u rity . (a)
T e a c h e r s s u p e rim p o s e o l d m eth o d s i n t o new p l a n s u s e d .
(b )
P re p a ra tio n is a d ju s tm e n t.
la c k in g fo r p ro p er
b*
B ase p ro g ra m c o n t e n t on d e f i n i t e e d u c a t i o n a l p rin c ip le s .
How t o
se le c t p rin c ip le s to
go b y i n c h o o s i n g
p ro g ram , c o n t e n t . a.
L oo k f o r s o u n d p r i n c i p l e s
in e d u c a tio n a l
lite ra tu re .
(11
”T he F ra m e w o r k o f P u b l i c E d u c a t i o n i n C a l i f o r n i a ” a c c u s e s th e se c o n d a ry p ro g ram o f b e in g to o c o n fin in g i n tim e .
(2)
It
c a u tio n s a d m in is tra to rs to
d e v e lo p
tim e s c h e d u le s w h ic h w i l l f r e e p e r s o n n e l t o d e v e lo p c u rric u lu m g u id e s . (3)
I t a d v is e s p ro v is io n f o r lif e - c e n te r e d in s tru c tio n a l p ra c tic e s .
(4)
It
d e m a n d s c u r r i c u l u m b a s e d o n c o m m u n ity
needs. ( 5)
A t th e lo w e r se c o n d a ry 3 e v e l, p r o v i s i o n m u s t b e m ade f o r e x p l o r a t o r y a n d p r e v o c a tio n a l e x p e rie n c e s.
( 6)
The s c h o o l d a y i s
e v e r y moment a l e a r n e r
i s a w ak e a n d l e a r n i n g . b.
A p p ly t h e p r i n c i p l e s
o f c u r r i c u l u m m ak in g
a d v i s e d i n ” The F r a m e w o r k ” t o t h e
sc h e d u le
w h ic h i s a fram e f o r t h e c u r r i c u l u m .
A s c e rta in th e p resen ce
of s k ills
in th e
p ro g r a m * (a)
M a th em atics i s
(b)
E n g l i s h , w h ic h i n c l u d e s r e a d i n g , w ritin g ,
g iv e n .
sp e llin g ,
stu d y f u r n is h e s P ro v id e e x p e rie n c e s
and la n g u a g e
s k ills .' in ta k in g p a rt in
o n e 1s e n v i r o n m e n t . (a)
S c ie n c e
i s g iv en a s an e le c tiv e
in th e e ig h th g ra d e . (b )
It
c a n n o t be g iv e n t o a l l e ig h t h
g ra d e p u p i l s due t o b u i l d i n g f a c i l i * tie s
and f a c u l t y p r e p a r a tio n .
C o n s i d e r w h e t h e r we o f f e r c o u r s e s t h a t b u i l d r e s p o n s i b i l i t y f o r A m e ric an c i t i z e n sh ip and c iv i c a k i l l s . (a)
S o c ia l S tu d ie s does t h i s .
(b )
Home ro o m g u i d a n c e t r i e s .
(c)
The s e l f - g o v e r n m e n t c l a s s p r o v i d e s m uch o f t h i s .
R e a f f i r m t h a t we r e s e r v e s p a c e f o r g r o u p liv in g
and f o r l e a r n in g a b o u t g ro u p s
o t h e r th a n th o s e to w h ic h th e i n d i v i d u a l b e lo n g s .
(a)
The s o c i a l s t u d i e s
co u rses pack
i n m uch o f t h e f i n e s t g u i d a n c e m a te ria l* (b )
G u i d a n c e p l a n n i n g g o e s f o r t h m ore s u c c e s s f u l l y w hen d o n e b y o n e d e p a r t m ent r a t h e r t h a n by t h e e n t i r e
facu l
ty . Make s u r e we h a v e g a i n e d e x p e r i e n c e s
in
h e a l th f u l liv in g * (a)
O ur p h y s i c a l e d u c a t i o n p r o g r a m is
(b )
stro n g *
H e a lth i s
c o rre la te d w ith p h y sic a l
e d u c a tio n . D e t e c t t h a t we h a v e b r o u g h t a b o u t e f f e c tiv e
fa m ily l iv i n g .
(a)
We d o i n g i r l s 1 home e c o n o m i c s co u rses*
(b)
B u i l d i n g s p a c e p r e v e n t s t h e sam e t r a i n i n g f o r th e boys*
Judge o u r c o u rs e s f o r c r e a t i v e (a)
M u sic , b o t h v o c a l a n d i n s t r u m e n t a l , fills
(b )
e x p re ss io n
A rt i s
t h i s need* ta u g h t in c lu d in g c r a f ts
and
c o m m erc ial a r t * (c)
S p eech and d ra m a tic s a re p o p u la r*
13
(8)
D educe o u r p r o v i s i o n T o r e x p l o r a t o r y and p r e v o c a tlo n a l l i v i n g . (a)
A s e m e s t e r o f one t y p e o f s h o p h as been sc h e d u le d th e boys each y ear.
(b )
G i r l s h a v e r e c e i v e d one s e m e s t e r o f o n e t y p e o f home m a k i n g e a c h y ear.
(c)
J o u r n a l i s m r e a c h e s a s m a ll num ber o f advanced E n g lish s tu d e n ts .
(d )
V o c a tio n a l g u id a n c e h a s been e l e c t e d by a b o u t 60 s t u d e n t s .
C.
PERFORMANCE:
E x p e rie n c e s to h e lp
t e s t th e
s tre n g th
Scan l a s t y e a r fs in v e n to ry o f c la s s e s ,
b re a k in g
o f o u r p ro g ram . 1.
e a c h c o u r s e down i n t o 2.
real life
e x p e rie n c e .
Te s t t h e c o u r s e o f s t u d y g u i d e y o u p l a n t o
te a c h
b y t h e p r i n c i p l e s o f ” T he C a l i f o r n i a F r a m e w o r k o f P u b lic E d u c a tio n .” D.
EVALUATION: needs o f t h i s 1.
Q u e s t i o n s b y w h i c h we may e v a l u a t e t h e ju n io r h ig h s c h o o l.
Do we o f f e r a d e q u a t e e x p l o r a t o r y stu d e n ts ?
co u rses f o r our
2*
Does o u r s l a t e
o f s u b j e c t s p ro m o te s o c i a l i z a t i o n
o f th e c h ild r e n ? 3.
Is
th e r e an a d e q u a te p r o v i s i o n f o r e x p e r ie n c e s
i n s o lv in g p ro b le m s o f g roup l i v i n g ? lj.#
Do o u r c h i l d r e n e n g a g e i n c r e a t i v e e x p r e s s i o n ?
5*
I f we d i s c a r d e d a n e l e c t i v e p e r i o d i n f a v o r o f a so lid su b je c t,
w h a t w o u l d we l e a v e o u t a n d
w h a t w o u l d we a d d ? E.
BIBLIOGRAPHY; 1.
Books t h a t p r o v e d h e l p f u l i n t h i s
C a l i f o r n i a F ram ew o rk C o m m itte e :
A Fram ew ork f o r
P u b lic E d u c a tio n i n C a l i f o r n i a ,
C a lifo rn ia S ta te
D ep artm en t o f E d u c a tio n , S a c ra m e n to , 2*
stu d y
S ta te o f C a lifo rn ia :
E d u c a tio n C ode*
D iv is io n , S a c ra m e n to ,
19^4-9• P* 321*
19^9*
W
P rin tin g
pp
15
PART I I .
THE DIAGNOSIS
HOW TO MAKE THE TRANSITION PROM ELEMENTARY TO SECONDARY SCHOOL EASIER A f t e r y o u r p h y s i c i a n m akes a c o m p le te e x a m i n a t i o n , h e know s h e m u s t m ake a d i a g n o s i s b e f o r e h e c a n im p r o v e h i s p a t i e n t »s c o n d i t i o n .
S o m e tim e s h e c a l l s
i n th e a id o f an
e x p e rt d ia g n o s tic ia n * We p r a c t i t i o n e r s ,
a f t e r c a re fu l a n a ly s is o f th e
co u rses
u s e d l a s t y e a r , m ig h t d ia g n o s e th e c a u s e o f d e b i l i t y t o be n o t enough c a r e f u l t r a n s i t i o n fro m e le m e n ta ry s c h o o l to th e seco n d ary le v e l o f e d u c a tio n . Look a h e a d i n t h e n e x t t h r e e
c h a p te rs
o bserve th e need f o r c e r t a i n tr a n s f u s io n s .
s o t h a t y o u may
16 CHAPTER 3 .
SIMPLIFICATION
HOW TO ACCOMPLISH BETTER ORIENTATION OP SEVENTH GRADE PUPILS A.
BENEFITS;
S u c c e s s f u l se v en th , g ra d e b o y s an d g i r l s b e
come e n j o y a b l e s e n i o r g r o u p s . 1*
BETTER HEALTH:
Good o r i e n t a t i o n o m i t s n e r v o u s
i n d i g e s t i o n o f t e n e x p e r i e n c e d t h e f i r s t m o n th i n a new s c h o o l . 2.
UNITED STUDENT BODY:
A q u ic k ly tr a in e d se v e n th
g r a d e m akes t h a t u n i t a p a r t o f t h e
s c h o o l m o re
ra p id ly . 3.
ORGANIZED MINDS:
S ch o o l e n v iro n m e n t c o n q u e re d ,
p u p i l s a r e r e a d y t o m a s te r s c h o o l w ork. Ij..
RELIEF FROM TAUT MERVES:
R o u tin iz e d c h ild r e n save
th e te a c h e r s n erv o u s s t r a i n . B.
PROBLEMS:
S u g g e s tio n s w h ich w i l l s i m p l i f y th e
se v e n th
g rad e p ro g ram . 1.
How t o e n r o l l ip6o new s e v e n t h g r a d e p u p i l s * a.
A lp h a b e tiz e th e
s ix th grade o f f ic e
card s
fro m e a c h e le m e n ta r y s c h o o l. b.
Type t h i s
l i s t by s c h o o ls f o r f u t u r e u s e .
c.
P ic k o u t in d iv id u a ls *
c a rd s b e lo n g in g to
c h i l d r e n w hose p a r e n t s h a v e s e e n y ou a b o u t th em .
(1)
S e p a ra te u n s u ita b le la te r
(2 )
c o m b in a tio n s f o r
s p e c i a l p lac em en t*
S e g r e g a t e p u p i l s w i t h s p e c i a l home ro o m te a c h e r re q u e s ts .
(3 )
Don’ t h e s i t a t e m e n t w hen i t a h ig h I .
d.
to re fu s e
s p e c ia l p la c e
s p o i l s a c l a s s b y m ak in g i t
Q* g r o u p .
S e p a ra te each s c h o o l’ s s ta c k o f c a rd s in to tw o s t a c k s ,
p la c in g th e boys a lp h a b e tic a lly
in th e f i r s t
s ta c k and th e g i r l s
a lp h a b e tic a l
ly in th e second s ta c k . e.
Number e a c h s t a c k o f c a r d s i n n u m e r i c a l o r d e r fro m 1 to 1 2 .
f.
P ro m s t a c k 1 ,
( S e e E x h i b i t A) d istrib u te
o ne c a r d a t a t i m e i n
o r d e r u n t i l y o u h a v e f o r m e d 12 s t a c k s . g.
h.
L abel each s ta c k as fo llo w s:
7-7#
7 -13,
7 - llj- , 7 - 1 5 ,
7 -2 1 ,
7-1^2.
(S ee E x h i b i t B)
R epeat th is
7 -1 7 ,
7- 1 8 ,
7 -1 1 #
7-12,
7 -2 2 , 7 -3 3 ,
d i s t r i b u t i o n sy ste m u n t i l a l l
s ta c k s o f s i x t h g rade c a rd s a re u se d u p . i.
A ssig n each s e v e n th g rad e s e c t i o n to a ju n io r h i g h s c h o o l t e a c h e r who o c c u p i e s t h e ro o m num ber f o l l o w i n g th e f i r s t (1 )
7# s u c h a s 7 - 1 1 *
W rite i n r e d p e n c i l on e a c h i n d i v i d u a l s i x t h g r a d e c a r d t h e name o f t h e home
Step„l. Alphabetize sixth grade office cards by schools.
SOUTH EUCLID
SAN ANTONIO
S tep 2. S e p a r a te i n t o b o y s 1 and g i r l s ' to keep a l p h a b e t i c a l . S te p 3 . Number e a c h s t a c k i n o r d e r .
G irls
C-ROVE
CENTRAL
EDISON
Boy
LINCOLN
B oys
c a r d s by s c h o o ls t a k i n g c a re
G irl
B oys
xo Boys
G irls
EXHIBIT A.
Boys
G irls
G irls X 2L
Boys
SEGREGATING BOYS AND GIRLS BY SCHOOLS.
C -irls
Step 1. U se twelve stacks of cards from Exhibit A .
Boys
G irls
G-lrls
Boys
Boys
8 E. B oys
E. G irls
G irls U
C. Boys
C. G irls
G. B oys
iZ G. G irls
S te p 2 . From s t a c k 1 , t a k i n g c a r e t o k e e p i n a l p h a b e t i c a l o r d e r , d i s t r i b u t e one c a r d a t a tim e in o r d e r .
7 -1 5
SOUTH EUCLID BOYS
7-18
EXHIBIT B,
FORMING SEVENTH GRADE HOME ROOM SECTIONS.
ro o m a s s i g n e d , (2)
such as 7 -2 1 .
On t h e t y p e w r i t t e n l i s t
o f c h ild re n
b y s c h o o l s , a d d t h e home ro o m name a f t e r e a c h c h i l d * s name* (3 )
( S e e E x h i b i t C)
D itto fo r each te a c h e r th is
lis t
of
c h i l d r e n b y s c h o o l s a s s i g n e d t o home ro o m s* (Ij.)
M im e o g ra p h f o r t h e us.e o f a l l
te a c h e rs
t h e n a m e s o f s t u d e n t s b y home ro o m s* ( S e e E x h i b i t D) to r e g is te r
s o many new s e v e n t h g r a d e
B efo re th e f i r s t
stu d e n ts
day o f sc h o o l, p re p a re a
c h art fo r each in s tru c to r
s h o w in g t e m p o r a r y
room a n d t e a c h e r a s s i g n m e n t s t o p l a c e m e n t c e n te rs.
( S e e E x h i b i t E)
S e n d e a c h g r o u p show n o n E x h i b i t E t o
th e ir
te m p o r a r y room s l e d b y t h e t e a c h e r a s s i g n e d . (1)
R ead o f f c h i l d r e n s *
nam es fro m y o u r
S c h o o ls L i s t ,
a d d i n g t h e home ro o m a s s i g n
m ent c l e a r l y ,
a s soon as you and y o u r
g ro u p r e a c h te m p o ra ry room s. (2)
E x p l a i n t h e m e a n i n g o f t h e home ro o m n u m b e rs *
(3)
S k e tc h sim p ly on th e b la c k b o a r d ,
ro o m
p o s i t i o n s o f t h e t w e l v e ro o m s a s s i g n e d a s
21
CENTRAL SCHOOL
LINCOLN SCHOOL
1 . A dam s, J a n e 7 - 1 3
1 . A n d e rs , Jim 7 -4 2
2. A c k e r, Ju n e 7 -13
2. B en d er, Je a n 7 -7
3 . B a k er, Jo e 7 -1 4
3 . B i x l e y , H al 7 -1 8
4.
C o llin s ,
4.
5.
C o x, R o b e r t
Mae
C o o p e r, Dot
5 . D a r k , M a x in e
EXHIBIT C SAMPLE COPY OF LIST BY SCHOOLS
7 - 2 1 CLASS
7 - 1 3 CLASS 1 . A dam s, J a n e
1. A cker, B i l l
2.
2. A sh le y , H arry
C lem en t, B i l l
3 . D ow n ey, Sue
3 . B a k e r , Mary
4 . E v e r e t t , B lan c h e
4.
5•
EXHIBIT D HOME ROOM SECTIONS ORGANIZED PROM LIST B X SCHOOLS
23
❖'
❖ ❖ ❖
TEMPORARY HOME ROOM ASSIGNMENTS
❖ ❖
G roup
Room
❖
❖ C en tral 7 | E d i s o n B oys 11 JE d iso n G i r l s 33 ❖Grove B oys 1-4 jG ro v e G i r l s 15 12 ♦ L i n c o l n B o ys ❖ L in co ln G i r l s 17 |S a n A n to n io Boys C a fe te ria 21 |S a n A n to n io G i r l s ❖ S o u th E u c l i d B o y s 42 J s o u th E u c lid G ir ls 13 A ud. J O u t - o f - d i s t r i c t B oys ❖ O u t-o f-d is tric t G irl s L ib ra ry ❖ ❖
T eacher M iss T e t e r New T e a c h e r Mr. M. J o n e s Mr. R. J o h n s o n M iss D a r t i n g M r. L a r i c k M is s M i t c h e l l M r. V i e i r a M is s Cook Mr. C o l e b a n k M r s . Hummel M r. L ew i s M is s B e r r y
EXHIBIT E ROOM AND TEACHER ASSIGNMENTS TO PLACEMENT CENTERS
❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖
2t p e r m a n e n t home room s# (ij.)
Upon a h e l l s i g n a l , pass a t
(5 )
re le a s e p u p ils to
o n c e t o p e r m a n e n t home ro om s*
II* y o u a r e n o t s u r e o f y o u r own p e r m a n e n t home r o o m , c o n s u l t t h e P e r m a n e n t Home Room C h a r t p r e p a r e d f o r a l l t e a c h e r s * (See E x h i b i t P*)
(6)
When y o u r p e r m a n e n t home ro o m r e a c h e s y o u r ro o m , i n s t r u c t th em i n f i l l i n g
out
r e g i s t r a t i o n form s# 2.
How t o h e l p e a c h s t u d e n t f e e l t h a t h e b e l o n g s t o h i s g rou p and h i s a.
sc h o o l#
H e l p e a c h c h i l d i n y o u r home ro o m w i t h s c h o o l ro u tin e m a tte rs . (1)
L e n g t h e n t h e home ro o m p e r i o d e a c h d a y f o r t h e f i r s t w eek o f s c h o o l#
(2)
H e lp
fill
ou t lo c k e r c a rd s and ta g s .
(3)
G iv e
out keys, e x p la in in g lo c a tio n o f
th e lo c k e rs# (ij.)
H e lp
i n d iv i d u a ls open t r i c k lo c k s#
(5)
P u t s t u d e n t p ro g ram s on th e b o a rd f o r t h e m t o co p y #
b#
G e t p e r s o n a l l y a c q u a i n t e d w i t h y o u r home ro o m c h ild re n .
PERMANENT HOME ROOM ASSIGNMENTS S e v e n th G rade S e c tio n
Room'W o. 7 11 12 13 14 15 17 18 20 21 33 42
7 -7 7 -1 1 7-12 7-13 7-14 7-15 7-17 7 -1 8 7-20 7-21 7-33 7-4 2
T eacher M is s T e t e r Mew T e a c h e r Mr. L a r i c k M r s . Hummel Mr. R. J o h n s o n M is s D a r t i n g M is s M i t c h e l l M is s M o r r i s Mr. R o h r s M is s Cook Mr. M. J o h n s o n Mr. C o l e b a n k
E ig h t h G rade S e c tio n 8A 8B 80 8E 8G 8J 8K 8L 8M 8S 8T 8W
Room Wo. 16
2 1 9 19 5 4 10 41 6 3 8
T eacher Mr. A n th o n y M r. McBade M rs . O u r t i s Mr. E . J o n e s M is s G r a n t M is s J . G o l d s m i t h M rs . T o o t h a k e r M is s D e l a c e y M is s M aas M rs . S p e n c e r Mr. T h o r n t o n Mr. W. P i p e r
EXHIBIT P HOME ROOM CHART PREPARED FOR TEACHERS
26 (1)
A sk f o r r e p o r t o f n a m e s ,
sc h o o ls a tte n d e d ,
a n d n am es o f l a s t t e a c h e r s . (2) (3 )
A nsw er q u e s t i o n s a b o u t t h i s
sc h o o l.
T e l l th e m t h a t y o u h o p e t o b e t o th e m th e f r i e n d t h a t t h e i r s i x t h g rad e te a c h e r has been.
3.
How t o r e d u c e t h e c o n f u s e d i d e a o f c h a n g i n g f r o m o n e ro o m t o a n o t h e r . a.
D e m o n stra te th e s i m p l i c i t y o f th e a n t i - c l o c k w ise l i n e (1 )
of tra ffic
u se d i n o u r n arro w h a l l s .
S tu d e n ts le a v e room s,
tu rn in g to
th e
rig h t. (2 )
C o n tin u e to any c ro s s w a lk .
(3 )
P a ss any d i r e c t i o n on any c ro s s w a lk .
(If.)
V i s i t loGkers a s you p a s s them i f n ecessary .
(5 )
C o n tin u in g to
t h e r i g h t , 1p a s s o n u n t i l
you re a c h y o u r n e x t c la ssro o m . (6 )
Save y o u r s e l f s t e p s by v i s i t i n g
lo c k e rs
o n ly a few tim e s a d a y . b.
P a s s on s i d e w a l k s o u t s i d e t h e b u i l d i n g when e v e r c o n v e n ie n t, u sin g any e n tr a n c e s .
1|_.
How t o k e e p s e v e n t h g r a d e r s i n o n e ro o m w i t h a l o n g e r p e r i o d i n c h a r g e o f one t e a c h e r .
a*
A s s i g n f e w e r t e a c h e r s t o e a c h c l a s s p ro g r a m *
b*
P e r m i t o n e t e a c h e r t o t e a c h e a c h c l a s s m ore t h a n one s u b je c t*
How t o
ju d g e o u r s e v e n th g ra d e g ro u p g u id a n c e ,
l a b o r a t o r y p la c e m e n t i n th e l i g h t o f th e p ro g ram o f o t h e r i n v e s t i g a t e d sc h o o ls* a.
C o n s i d e r a home ro o m s e t - u p ,
w h ic h i s m ost
fre q u e n t* b*
Im a g in e a s o c i a l l i v i n g p ro g ra m w h ic h i s p o p u la r* (1)
E n g lish , a re
(2)
an d g u id a n c e
c o m b i n e d , u s i n g tw o p e r i o d s *
One t e a c h e r a s s i g n e d t h e s e tw o p e r i o d s is
c*
so c ia l stu d ie s,
c o n sid e re d th a t c l a s s ’ s s p e c ia l te a c h e r*
P a v o r a co re c u rric u lu m u se d i n j u n io r h ig h s c h o o l s l o c a t e d i n S an B e r n a r d in o C o u n ty . (1)
E n g lis h , m a th e m a tic s,
so c ia l stu d ie s,
and
s p e c i a l g u i d a n c e a r e c o m b in e d * (2)
The s p e c i a l c o r e t e a c h e r h o l d s t h e c l a s s f o r th r e e p e rio d s*
d*
T ry t h e p o s s i b i l i t y
of a b ro a d -fie ld c u rric u
lum* (1 )
The c h i l d h a s no s p e c i a l home room*
(2)
He i s
sc h e d u le d i n d i v i d u a l l y to a b i l i t y
g ro u p s i n each d i f f e r e n t
s u b je c t ta k e n .
How t o i m p r o v e t h e o r i e n t a t i o n g u i d a n c e o f o u r se v e n th g ra d e rs th ro u g h our sc h e d u le . a.
P u t m o re o r i e n t a t i o n i n t o
t h e home ro o m p e r i o d .
b.
S e t i n m o tio n a lo n g te rm p la n f o r s o c i a l liv in g . (1)
A rra n g e a few p i l o t
so c ia l liv in g
c la sse s
b y g i v i n g a f e w home ro o m g r o u p s t o o n e te a c h e r f o r b o th E n g lis h and S o c ia l S tu d ie s. (a)
A few e a g e r p i o n e e r t e a c h e r s w ant to tr y
(b)
th is .
T o g e th e r th e y p la n to b u i l d a c u r r i c u lu m f o r f u t u r e u s e .
(c)
O t h e r t e a c h e r s f e a r t h a t t h e y w o u ld t e n d t o t e a c h tw o p e r i o d s o f E n g l i s h o r tw o c l a s s e s th e y t r i e d
(2 )
in S o c ia l S tu d ie s i f
S o c ia l L iv in g .
Put an o rie n ta tio n u n it in to
S o c ia l S tu d -
. ie s. How t o c a u s e t h e s t u d e n t s t o f e e l is a.
th a t^ ju n io r h ig h
a c o n tin u a tio n o f th e s ix th g ra d e . Make m a t e r i a l c o r r e l a t e
w ith p re v io u s le a r n in g
and s k i l l s . b.
U se s i x t h g r a d e a c h i e v e m e n t s c o r e d a t a t o t e l l you w here e a c h s tu d e n t i s .
c.
M eet f r e q u e n t l y w i t h s i x t h g r a d e t e a c h e r s t o b rin g about c o rre la tio n *
d.
T e s t e a r l y f o r a c h ie v e m e n t o f s k i l l s
in your
p a r t i c u l a r co u rse* 8.
How c a n we i n t r o d u c e s e v e n t h g r a d e r s t o e i g h t h g r a d e r s m o re q u i c k l y * a.
L e t e a c h e i g h t h g r a d e home r o o m a d o p t a s e v e n t h g r a d e home ro o m a s l i t t l e
b ro th e rs
and s i s t e r s , b*
H o ld a B ig an d L i t t l e
S i s t e r and B ro th e r
p a rty . How t o p u t a c r o s s t h e
t r a n s i t i o n f r o m !,Momismff
to s e l f - c o n t r o l . a.
O r i e n t t h o r o u g h ly an d slo w ly ,
b*
P o in t o u t ev ery o p p o rtu n ity t h e i r r e s p o n s i b ility
i n h e l p i n g e a c h o t h e r beco m e j u n i o r
h ig h s tu d e n ts . c.
B u i l d u p p r i d e i n t h e home ro o m g r o u p a n d lo y a lty to
d. G.
it.
D e v e l o p m i l d c o m p e t i t i o n b e t w e e n home r o o m s .
PERFORMANCE:
E x p e r i e n c e s t h a t may h e l p u s t o
o rie n t
a s tro n g se v e n th g ra d e . 1.
Upon r e c e i p t o f y o u r new home ro o m g r o u p , make i t a h a p p y , w e l l - a d j u s t e d c l a s s w i t h i n a m o n th b y fo llo w in g th e su g g e ste d d i r e c t i o n s .
2.
T a lk to an e a g e r s i x t h g ra d e , t e l l i n g sta rt
3.
t h e m how t o
ju n io r h ig h sch o o l a tte n d a n c e .
G iv e a t e a f o r p a r e n t s o f s i x t h g r a d e g r a d u a t e s w here you w i l l a c t a s c h a irm a n f o r a p a n e l o f * e ig h th g rad e p u p ils e x p la in in g
our se v e n th grad e
ro u tin e • D.
EVALUATION:
R a t e y o u r s e l f a s a s e v e n t h g r a d e home
room t e a c h e r .
a.
I s p rep ared w ith l i s t s , fo rm s, first
b.
SELDOM
an sw ers th e
day o f s c h o o l.
In sp ire s
stro n g f e e l
in g o f b e lo n g in g n e s s . c.
E n j o y s home ro o m .
d.
Has t r a i n e d f o r h a l l tra ffic .
e.
R e co g n ize s i n d iv i d u a l p ro b le m s.
f.
C an s e e p o s s i b i l i t i e s fo r so c ia l liv in g .
■
USUALLY
ALWAYS
31
CHAPTER if .
INDIVIDUAL WELFARE
HOW TO PROVIDE FOR INDIVIDUAL A B IL IT IE S A.
BENEFITS: h e may h e l p 1.
A “c h i l d w ith a p ro b le m ” m ust h im s e lf to th e
HIGH CALIBER SCHOOL:
be h e lp e d o r
sc h o o l♦
A school th a t is
c h ild -c e n
t e r e d m e e ts t o d a y r s e d u c a t i o n a l dem ands. 2.
FREEDOM FROM M ISFIT S: h o ld i s
3.
A sq u a re p eg i n a ro u n d
sad to se e .
POPULAR SCHOOL:
W e ll-p la c e d c h ild r e n l ik e
th e ir
sc h o o l. k.
5.
TRUANCY AVERTED:
C h ild re n w i l l p la y tr u a n t r a t h e r
th a n to
fa c e u n p le a sa n t s i t u a tio n s .
FREEDOM
FROM D ISCIPLIN E PROBLEMS:
C are o f i n d i v
i d u a l s 1 n e e d s rem o v es c a u s e s o f d i s o r d e r . B.
PROBLEMS: o f th e 1.
S u g g e s t i o n s o f m eth o d s f o r g r e a t e r c a r e
in d iv id u a l c h ild .
How t o m a n a g e g u i d a n c e p r o b l e m s c o n c e r n i n g a c h i l d wl}0 c a n n o t b e h a n d l e d i n a g r o u p , a.
Consume e v e r y a v a i l a b l e
so u rce o f In fo rm a tio n
on th e c h i l d . (1)
Get s c h o l a s t i c
d a t a o n h im f r o m a c h i e v e
m ent s c o re s i n th e o f f i c e . (2 )
O b ta in p h y s i c a l in f o r m a ti o n fro m th e n u r s e 1s r e c o r d s .
(3 )
Go t o t h e p h y s i c a l e d u c a t i o n t e a c h e r t o l e a r n h i s p la y g ro u n d s k i l l s
(Ij.)
C o n su lt o f f i c e
and a t t i t u d e
c u m u la tiv e r e c o r d s
con
c e r n i n g h i s home b a c k g r o u n d * G u id e h im a s a f r i e n d n o t a s a d i s c i p l i n e p ro b lem * (1 )
M eet h i m o n t h e g r o u n d s a t n o o n .
(2 )
A sk h i s h e l p
(3)
R e w a rd h i s e f f o r t s w i t h p r a i s e .
(ij.)
A n a ly z e h i s d i f f i c u l t i e s
in l i t t l e
ta sk s.
and w ork o u t
w ay s t o o v e rc o m e th e m w i t h h i m . A d ju st th e
s tu d e n t th ro u g h th e h e lp o f th e
c la ss . (1)
P u t h im on a c o m m itte e i n o r d e r to t e a c h h im t o w ork w i t h o t h e r s .
(2 )
G iv e h i m t h e r e s p o n s i b i l i t y o f c o n trib u tin g
(3 )
c la s s needs
U rg e h i m t o do s o m e t h i n g h e c a n do w e ll,
(Ij.)
so m e th in g t h a t th e
no m a t t e r how s m a l l .
A p p r o a c h h im o p t i m i s t i c a l l y a n d p o s itiv e ly
i n e v e r y d i r e c t i o n y o u g iv e h im .
H a v in g e x h a u s te d y o u r i n g e n u i t y , h e lp o f th e
e n list
th e
c o u n se lo r.
to g a i n th e m ost h e lp fro m th e
c o u n se lo rs.
E x e rc is e a id ,
c o u n se lin g s e rv ic e
as a second ary
n o t p rim a ry .
A v o id s e n d in g c h i l d r e n t o t h e
c o u n se lo rs
w hen y o u h a v e l o s t y o u r te m p e r . (1 )
The c h i l d i s to
(2 )
to o e m o tio n a lly u p s e t
be h e l p e d a t t h a t
tim e .
The a im o f c o u n s e l o r s i s
to
m a la d ju ste d p e r s o n a liti e s ,
a d ju s t n o t to p u n is h
c h i l d r e n f o r m isd e m e a n o rs. (3 )
C o u n s e lo rs 1 o f f i c e s are n o t la r g e enough to house d e te n tio n c l a s s e s .
I f th e
c h i l d i s a s c h o o l-w id e p ro b le m and j c a n n o t b e k e p t i n t h e ro o m b e c a u s e h e i s
h arm fu l to th e
g r o u p , e x c lu d e h im fro m c l a s s .
(1 )
S end h im t o t h e p r i n c i p a l s
(2 )
F o llo w t h i s up w ith a n o te
o ffic e * to th e
p r in c ip a l d e liv e re d by a second c h ild . A c q u a i n t y o u r s e l f w i t h t h e t y p e o f m is d e m e a n o r s common t o a d o l e s c e n t s a n d t o t h e i r (1 )
causes
M a r s h a l l many c o r r e c t i v e m e a s u r e s t h a t may c o r r e c t m i n o r m i s b e h a v i o r .
(2 )
W herever p o s s i b l e ,
d isp o se o f d is o rd e r
w ith a p s y c h o lo g ic a l w eapon, su c h a s in te re s tin g
c la ss p ro je c ts ,
d isa p p ro v a l
o f th e g ro u p , d iv e r s io n o f a t t e n t i o n ,
et
3k(3 )
S trik e
a s e n s i b l e b a la n c e b e tw e e n t a k i n g
m is b e h a v io r to o s e r i o u s l y and a llo w in g lic e n s e . e.
Be q u i c k t o n o t e m a l a d j u s t e d c h i l d r e n .
f •
R ep o rt f u l l y
i n w r itin g f o r th e c o u n se lo rs
th e p a r t i c u l a r p e r s o n a l i t y p ro b lem s you h av e found. g.
L a te r in te rv ie w
th e c o u n s e lo rs ab o u t th e s e
p ro b le m s and p o o l id e a s f o r c o r r e c t i o n . (1 )
O ut o f [{.00 b o y s t h e r e s e e m t o b e 2 0 s o b a d ly m a la d ju s te d t h a t th e y w i l l n eed t h e r a p y f o r y e a r s t o com e.
(2 )
T here a r e fe w e r g i r l s
of th is
ty p e ,
b u t t h e y a r e o f t e n m o re d i f f i c u l t
to
re c la im . h.
A v a il y o u r s e lf o f th e a d v ic e o f th e
c o u n se lo rs
d ire c tly . i . . Go t o t h e c o u n s e l o r s f o r e d u c a t i o n a l d a t a w h i c h th e y keep on a l l s t u d e n t s . 3.
How t o m e e t t h e n e e d s o f e x c e p t i o n a l c h i l d r e n . a.
Do n o t s e g r e g a t e t h e tw o g r o u p s a t t h e e n d s o f t h e c u r v e i n home ro o m s e c t i o n s . (1)
C o m p le te h o m o g e n e o u s p l a c e m e n t i n o u r sch o o l h as p ro v en a n t i - s o c i a l . (a)
The c h i l d r e n f e e l a p e r s o n a l s t i g m a .
(b)
T each ers e x p re ss d i s t a s t e
fo r
s lo w
g ro u p s, (2 )
T each e ach c la s s w ith an eye to re a c h in g e ach c h ild w h erev er he i s .
(3)
W h a t e v e r y o u t e a c h , make t h e r e a d i n g a s s ig n m e n t on th e l e v e l o f th e r e a d e r .
(!{.)
C o n s ta n tly g u id e p a r e n t s t o u n d e r s ta n d t h a t t h e r e m ust be i n d i v i d u a l d i f f e r e n c e s .
b.
Be a l e r t f o r t h e
c h i l d t h a t may be h a r d o f
h e a rin g .
c.
d.
(1 )
S e a t h im i n t h e f r o n t o f t h e ro o m .
(2)
R e p o r t h im t o th e n u r s e f o r c h e e k in g .
In fo rm th e n u rse
c o n s ta n tly about c h ild re n
who h a v e t r o u b l e
se e in g th e b la c k b o a rd .
E xcuse p e rm a n e n tly o r te m p o r a r ily c h i l d r e n from t a r d i n e s s to
ij..
How t o
c rip p le d
c la ss .
c o u n s e l on e s t u d e n t w hen t h e t e a c h e r h a s
a ll
in s tr u c tio n p e rio d s.
a.
I f he i s
n o t a bus p u p il, he i s
a v a ila b le any
d a y a t 2 z$Q. b.
Make d e f i n i t e (1)
a p p o in tm e n ts w ith bus c h il d r e n .
F o r m a k e - u p w o rk f o r t h e i n v i t e h im to
fa ilin g
c h ild ,
come o n c e o r t w i c e a w e e k
f o r c o n c e n tra te d h e lp .
(2 )
S e n d a n e x p l a n a t o r y n o t e home s o t h a t p a r e n t s may a r r a n g e t r a n s p o r t a t i o n . (aj
T h is h e lp i s
a p p re c ia te d by p a r e n ts ,
(b)
V ery r a r e l y d o e s th e
c h i l d h a v e no
w ay o f g e t t i n g h o m e. (3)
F o r b e h a v io r p ro b le m s, in fo rm p a r e n ts w r i t i n g t h a t you n e e d to e h ild a f te r (a)
counsel t h e i r
school
T h is a c t a lo n e
s t r a i g h t e n s o u t m ost
p ro b le m s s in c e
c h ild re n
b e h a v io r d i f f i c u l t i e s (b )
in
try
to h id e
f r o m ’’M o t h e r . "
O fte n t h i s b r in g s ab o u t a p a r e n t c o n f e r e n c e w h ic h i s a lw a y s d e s i r a b l e .
(Ij.)
B r i e f b u s i n e s s may b e h a n d l e d d u r i n g pass! ng p e r io d s o r w ith in th e t e n m in u te s p r i o r to bus tim e .
C.
PERFORMANCE: o f th e 1.
E x p e rien c es t h a t b rin g about r e c o g n itio n
in d iv id u a l.
W rite a c o m p le te
case s tu d y o f th e m ost d i f f i c u l t
s tu d e n t you h a v e, g iv in g f u l l d a t a on h i s e d u c a tio n a l,
p e rso n a l, p h y sic a l,
s o c i a l , m o ra l, and
re c re a tio n a l liv in g . 2.
D u r i n g t h e s e c o n d w e e k o f s c h o o l , m ake y o u r s e l f r e s p o n s i b l e f o r o n e new t e a c h e r * s o r i e n t a t i o n *
37
a.
L et h e r t e l l you h e r c la ss ro o m d i s c i p l i n e d iffic u ltie s .
b.
H e lp h e r t o
so lv e h e r p ro b le m i n th e
lig h t
o f o u r s c h o o l 's p r e s c r i b e d t r e a tm e n t. D.
EVALUATION:
S a m p le s o f w a y s t h a t we may r a t e
as g u id a n c e t e a c h e r s # 1.
TRUE-FALSE:
o u rse lv e s ,
P la c e X i n th e c o r r e c t sp ace f o r tr u e
or fa lse . a.
T ( )
F ( ) ”E v e r y t e a c h e r a g u i d a n c e t e a c h e r ” i s one g o a l o f th e m odern s c h o o l#
b.
( )
( ) The m a i n p u r p o s e o f t h e c o u n s e l o r i s to d is c ip lin e
2.
BEST ANSWER:
c h ild re n .
P la c e t h e num ber o f t h e b e s t an sw er
in th e p a re n th e s e s . a.
( )
I n m ak in g a d i a g n o s i s o f a p ro b le m p u p i l , o n e 1s a t t i t u d e (2)
b.
sh o u ld be
V in d ic tiv e .
(3)
S u b je c tiv e .
O b je c tiv e .
( )When p r e s c r i b i n g t r e a t m e n t f o r a c h i l d w ith a d i f f i c u l t y , be
(1 )
(3) 3.
(1)
gATING- SCALE: q u a lify .
S u b je c tiv e .
o n e 's a t t i t u d e (2)
sh o u ld
V in d ic tiv e #
O b je c tiv e . P la c e X i n e a c h s p a c e w h ere you
38
a.
( )
The i n s t r u c t o r p l a n s h i s t i m e f o r l e s s o n s and c h a r a c t e r t r a i n i n g .
b.
( )
He r e c o g n i z e s i n d i v i d u a l d i f f e r e n c e s , b o t h m e n ta l and p h y s i c a l .
c.
( ) The t e a c h e r
m akes w o r th w h ile u s e o f t h e
c o u n se lo r. d.
( ) He w o r k s c o o p e r a t i v e l y w i t h t h e p a r e n t s i n p e r s o n a l g u id a n c e o f th e
e.
( ) The s p o n s o r
c o n d u c ts h i s
c h ild .
c la ss a c t iv i t ie s
to p ro m o te s t u d e n t s o c i a l g r o w th . ( E.
) T o ta l.
BIBLIOGRAPHY: 1.
S o u rc e s t h a t w ere u s e d i n t h i s
B ooks. a.
L ee, J .
M u r r a y a n d L e e , D o r r i s May:
an d H is C u rric u lu m . New Y o r k , b.
I 9 I4-O.
The C h i l d
D. A p p l e t o n - C e n t u r y C o . ,
6^2 p p .
S t a f f o f D i v i s i o n o n C h i l d D e v elo p m en t and Te a c h e r P e r s o n n e l : sta n d C h ild re n .
H e lp in g T e a c h e rs U nder
A m e ric an C o u n c il on E d u c a ti o n ,
W a s h i n g t o n , D. C . , 2.
c h a p te r.
19^j-5*
lj-68 p p .
A u d io -v is u a l A id s. a.
,fL e a r n i n g t o U n d e r s t a n d C h i l d r e n * H
l 6 mm.,
b l a c k a n d w h i t e , $ 1 1 0 . , McGraw C o . , T e x t - f i l m D e p t . , 3 3 0 W;. I|_2nd S t . , New Y o r k 1 8 .
(May b e
39
r e n t e d f r o m a C o u n ty C e m t r a l L i b r a r y o r t h e U n iv e rs ity o f C a lifo rn ia * )
CHAPTER 5 .
FACULTY ASSISTANCE
HOW TO HANDLE GROUP GUIDANCE A.
BENEFITS;
The f a c u l t y w e l l - i n f o r m e d i n l o c a l m e t h o d s
o f group g u id a n c e 1.
TEMPERATE CLASSROOM CLIMATE: b rin g
2.
i s a secu re o n e. Good h um an r e l a t i o n s
a b o u t a p e a c e f u l h a rm o n io u s c la ssro o m *
WHOLESOME INDIVIDUALS:
A program t h a t
a im s a t
p e r s o n a l i t y g ro w th t u r n s o u t w e l l - b a l a n c e d p e o p le * 3*
SOCIALIZATION:
S tu d e n ts l e a r n to l i v e
to g e th e r
c o n g e n i a l l y i n a c a r e f u l l y 'O r g a n i z e d l i f e - l i k e situ a tio n . l\.»
RAPPORT:
T e a c h e r s becom e h um an t o
s t u d e n t s w h en
th e y a re f r i e n d l y and g e n u in e ly i n t e r e s t e d B.
PROBLEMS: 1.
i n th em .
S u g g e stio n s f o r g u id in g y o u r c l a s s *
How t o f u r n i s h t h e p h y s i c a l s e t u p f o r g r o u p g u id a n c e . a.
U tiliz e
t h e home ro o m a s a g r o u p g u i d a n c e
la b o ra to ry . (1 )
Home ro o m t e a c h e r s , b ility
(2)
f o r th e
assum e t h e r e s p o n s i
su c ce ss o f y o u r g ro u p .
P l a c e t h e home ro o m c l a s s f i r s t d a ily
sc h e d u le
sta rte d
on th e
so t h a t c h i l d r e n may b e
on t h e i r day w e l l .
(3)
E lim in a te n o n - e s s e n tia ls
fro m o t h e r
c l a s s e s b y e a r i n g f o r t h e m i n home r o o m . (a)
P ro cu re needed m a te r ia ls .
(b)
A d v ise s tu d y m e th o d s .
(c)
K eep i n f o r m e d o n a r e a s o f t h e s c h o o l d a y w hen y o u r c l a s s h a s t r o u b l e
in
b e h a v i o r o r i n w ork a c c o m p lis h m e n t. (d)
E ase g ro up t e n s i o n s w h e re v e r you f i n d t h e m b y a d v i c e o n how t o g e t a l o n g w i t h t e a c h e r s o r by m eth o d s o f p r o ced u re i n r e g a rd to
school a c t iv i t ie s *
(e)
T ra in y o u r group i n s o c i a l e t i q u e t t e *
(f)
When t h e n e e d a r i s e s ,
p rep are y o u rs e lf
w ith a s t r o n g code o f e t h i c s f o r s tu d e n ts and f o r te a c h e rs * How t o e n l i s t
th e h e lp o f th e f a c u l t y
in tru e
g r o u p gu i d a n c e • a.
S tre ss
g u id a n c e by p u t t i n g
o b je c tiv e b.
it
a p rim a ry
in a l l co u rse o f stu d y p la n n in g .
S to c k th e p la n o f a c t i o n f o r th e l a b o r a t o r y w i t h m any r e s e r v e
c.
as
g u id a n c e
a c tiv itie s.
R e c r u i t p l e n t y o f p r i n t e d g u id a n c e m a t e r i a l . (1)
Make a v a i l a b l e in th e
a liv e
te x tb o o k s w r it te n
c h ild r e n * s la n g u a g e t h a t d is c u s s
t h e i r p ro b le m s.
(2 )
R e a d r e f e r e n c e s o n home l e a d e r s h i p .
(3)
C harge c o u n s e l o r s w i t h th e r e s p o n s i b i l i t y o f le a d in g a to rie s
3.
s p o n s o rs o f g roup g u id a n c e l a b o r
in a p la n o f a c tio n .
How t o d e v e l o p e f f i c i e n c y o n t h e p a r t o f t h e l a b o r a to ry sponsor. a.
E s t a b l i s h a c e n t r a l c o m m itte e t o p l a n a c t i v i tie s.
b.
W it h t h e
a d v ic e o f a c o u n s e l o r , w eed o u t b a d
s tu d e n t c o m b in a tio n s i n to c.
D e v elo p d e s i r a b l e (1 )
s e p a ra te g ro u p s.
s tu d e n t-te a c h e r r e la tio n s h ip s .
E m p lo y a n y new m e t h o d o f g r o u p d i s c u s s i o n r a th e r th a n a te a c h e r le d
(2) 1}..
se ss io n .
E n co u rag e and b u i l d up s e lf - g o v e r n m e n t.
How t o p r e v e n t t h e l a b o r a t o r y f r o m d e g e n e r a t i n g in to a.
a r e p o r t o r s t u d y room# O c cu p y s t u d e n t s w i t h so much home ro o m s p o n s o r e d a c t i v i t y f o r g o o d t h a t t h e r e w i l l be n o tim e t o
b#
stu d y ,
T hose o f y ou on t h e g u id a n c e p l a n n i n g c o m m itte e w ork v e r y a c t i v e l y w i t h th e c o u n s e l o r s i n c o n stru c tin g a p la n o f a c tio n .
C.
PERFORMANCE: g u id a n c e .
E x p e r i e n c e s t h a t w i l l im p ro v e g ro u p
1.
W r i t e y o u r l e s s o n p l a n s f o r home ro o m t o c o v e r o n e week* a*
S ta te your o b je c tiv e s*
b.
G iv e s t r o n g m o t i v a t i o n s *
c.
O u tlin e y o u r p la n o f p r e s e n t a ti o n ,
d*
P ro v id e a v i t a l a c t i v i t y
e*
S e t up m e a su re m e n ts w h e reb y you and th e c l a s s
a ssig n m e n t.
can e v a lu a te w hat th e y have done. 2.
H e l p y o u r c l a s s , t o p l a n a n d e x e c u t e a home ro o m p a rty .
3.
Lead y o u r c la s s
in p re p a rin g and e n te rin g th e ir,
b u l l e t i n b o a rd i n a m o n th ly b u l l e t i n b o a rd c o n t e s t , t o be r a t e d on t h e i r th e m e , n e a t n e s s , use of u n u su a l m a te r ia ls , D*
EVALUATION?
o rig in a lity ,
and a r t .
Some q u e s t i o n s we may p u t t o o u r s e l v e s a s
home ro o m s p o n s o r s * 1.
Do I s e c u r e ,
in te rp re t,
a b o u t my c l a s s 2*
or in d iv id u a ls
i n my c l a s s ?
Do I g u i d e t h e g r o u p p r o c e s s t o e f f e c t b e h a v i o r changes in
3.
and use w ise ly in fo rm a tio n
th e g ro u p ?
Do I u n d e r s t a n d c o o p e r a t i o n a n d know how t o s e c u r e it?
i|_.
Do I p l a y t h e r o l e
o f a l e a d e r i n a d em ocracy?
5>.
Am I a g o o d e o - w o r k e r i n d e v e l o p i n g a g r o u p p r o g r a m ?
6*
Do I p r a c t i c e
a code o f e th ic s
t o w a r d my f e l l o w
te a c h e rs? 17 ♦
W ould I r a t h e r h a v e my home ro o m g r o u p t h a n a n y o th e r c la s s I have?
E.
BIBLIOGRAPHY: 1.
F e d d e r, R u th : tie s.
2.
S o u rces p ro v in g u s e f u l to t h i s
G u i d i n g Home ro o m a n d C lu b A c t i v i
M c G r a w - H i l l C o . , New Y o r k , 19^-9*
McKown, H a r r y C . :
Home Room G u i d a n c e ,
M c G r a w - H i l l Go*, New Y o r k , 19 ^6* 3.
S la v so n , S. R .:
PP* 2nd E d .,
5 2 1 PP*
An I n t r o d u c t i o n t o G ro u p T h e r a p y *
T he C om m o nw ealth F u n d , New Y o r k , 19^4-3* F.
su b je c t,
SPECIAL GUIDANCE SOURCES:
3 I4-O p p .
M a te r ia ls f o r u se i n th e
home r o o m , 1•
Bo o k s . a,
B e llm a r, F re d R ,,
et a l.:
N a t i o n a l F o ru m I n c . , b,
C h i c a g o , 19^-9*
New Y o r k ,
193^.
1938.
M cG ra w -H ill C o .,
203 PP*
B e n n e tt, M arg aret E. S chool and L i f e .
d.
222 p p .
B e n n e t t, M a rg a re t E . an d Hand, H a r o ld C .s D e sig n s f o r P e r s o n a l i t y .
c.
A b o u t G r o w in g U p,
and Hand, H a r o ld C .r
M c G r a w - H ill C o . , New Y o r k ,
176 pp.
N e u g a rte n ,
B e rn ic e L .,
N a t i o n a l F o ru m I n c . ,
et a l.:
B e in g T e e n a g e r s .
C h ic a g o , 1 9 5 0 .
270 p p .
A u d io - v is u a l a id s #
(May b e r e n t e d f r o m U n i v e r s i t y
of C a lifo rn ia ) a#
,fA re You P o p u l a r ? ” $I}-5.
9
c o l o r , $90*
l 6 mm. b l a c k a n d w h i t e , C o ro n et I n s t r u c t i o n a l F ilm ,
65 E . S o u th W ater S t . , b#
’’E m o t i o n a l H e a l t h ” . $110.
l 6 mm., b l a c k a n d w h i t e ,
M cG raw -H ill C o ., T e x t - F i l m D e p t . , 330
W. 1^2nd S t . , c.
C h ic a g o ,
C h ica g o *
’’How t o S t u d y ” .
l 6 mm., b l a c k a n d w h i t e , $]-|-5.,
c o lo r , $ 9 0 ., C oronet I n s t r u c t i o n a l F ilm s, 65 E . S o u th W ater S t . , d.
’’Human G r o w th ” .
C h ica g o .
l 6 m m ., b l a c k a n d w h i t e , $ 1 ? 0 .
E . C. Brow n T r u s t C o . , A s s o c i a t i o n F i l m s I n c . ,
35 W. l+th S t . , New Y o r k 1 9 . e.
’’You a n d Y o u r F a m i l y ” .
l 6 mm., b l a c k a n d w h i t e
$ 1 1 0 . , A s s o c i a t i o n F i l m s , 35 W. lj.£jth S t . ,
New
Y ork. f.
’’You a n d Y o u r F r i e n d s ” .
l 6 m m., b l a c k a n d
w h i t e , $ 1 1 0 . , A s s o c i a t i o n F i l m s , 35 W* New Y o r k .
th S t.
PART I I I .
THE TREATMENT
HOW TO IMPROVE THE PROGRAM OP GLASSES Once h e h a s p o i n t e d a f i n g e r a t t h e e x a c t c a u s e s o f illn e s s ,
a tra in e d
s p e c i a l i s t h a s no d i f f i c u l t y
i n g t h e d r u g s t h a t w i l l im p ro v e t h e Of c o u r s e t h e r e
in p re sc rib
in v a lid .
a r e a lw a y s c h r o n i c a i l m e n t s w h ic h m ust
be n u r s e d f o r a tim e i n o r d e r t o b r i n g a b o u t a c o m p le te cu re*
So i t
i s w i t h o u r own s c h o o l c a l e n d a r *
c a l c o n d i t i o n s l i m i t som e o f t h e
life
L ocal p h y si
a c tiv itie s
i n w h ic h
we w o u l d e n g a g e * H ow ever, p r e s c r i b e d s h o t s a n d d e f i n i t e
e x e r c i s e s m ig h t
be th e e f f i c i e n t tim in g o f th e s c h o o l o r g a n iz a tio n , t io n a l needs p ro v id e d , ed,
an e n r ic h e d program o f c l a s s e s o f f e r
and a s in c e r e p la n f o r
e x tra -c u rric u la r a c tiv itie s *
U n l e s s we f o l l o w d o c t o r f s o r d e r s t i o n s w i l l do l i t t l e
voca
h e a lin g .
im p lic itly , h is p re s c rip
CHAPTER 6 .
BETTER TIMING
HOW TO MAKE A BELL SCHEDULE IN A SCHOOL WITH A BUS PROBLEM A.
BENEFITS:
Good s t r u c t u r a l i z a t i o n o f t h e
s c h o o l day
le a d s to g e n e ra l h a p p in e ss. 1.
PUNCTUALITY: e a rs o f th e
A w e ll- c h im e d b e l l i s m u sic to
th e
t e a c h e r w h en i t m a k e s t a r d i n e s s o f
p u p ils th e e x c e p tio n r a t h e r th a n th e r u l e . 2.
PHYSICAL WELFARE:
I f th e s c h o o l d ay i s
in te llig e n t
l y p l a n n e d , r u s h i n g t e n s e p e o p l e do n o t t e a r down th e ir h e a lth . 3.
PSYCHOLOGY OF LEARNING: tio n
I}..
W ell s p a c e d te r m s o f a t t e n
s p a n p ro m o te th e b e s t l e a r n i n g c o n d i t i o n s .
SMOOTH ROUTINE:
C a re fu lly s t r u c tu r e d days en co u r
a g e s y s t e m a t i c w o rk w i t h b u s i n e s s - l i k e B.
PROBLEMS: 1.
S u g g e s tio n s f o r w o rk in g o u t th e
How t o b e g i n t h e d a y s o m o s t p e o p l e a r e a. b.
U n lo a d b u s p u p i l s fro m 1
tim e s c h e d u l e . on tim e .
u n t i l 8 A. M.
R in g th e f i r s t b e l l a t 8 :1 0 . (1 )
A llo w a s a f e t y m a r g i n . f o r b u s a r r i v a l .
(2)
L o c a l c h i l d r e n a im a t 8 :0 0 an d a r e s u r e to a rriv e
2.
e ffic ie n c y .
How t o f o r c e
by 8 :1 0 .
th e b e ll
sc h e d u le to
p e r i o d o f a n n o y in g i n t e r r u p t i o n s .
c l e a r th e c la s s
a.
L e n g th en t h e f i r s t
p a s s in g p e rio d to te n
m in u te s (1)
D isp e n se w ith a d m it s l i p s d u rin g t h i s
(2) b.
to a b s e n te e s
tim e .
A tte n d to lo c k e r d i f f i c u l t i e s
th e n .
P u t home ro o m p e r i o d f i r s t w hen d a i l y r o u t i n e i n t e r r u p t i o n s n o r m a l l y com e.
How to_ h e l p
th e
s t u d e n t p a s s f r o m ro o m t o ro o m
w ith o u t l o i t e r i n g a.
or te n s io n .
P ro v id e f i v e m in u te s f o r p a s s i n g , w h ic h i s a m p le o n o u r c o m p a c t c a m p u s .
b.
G u t down o n t r i p s
to th e
l o c k e r by t r a i n i n g
c h i l d r e n t o p l a n f o r tw o p e r i o d s a t a t i m e . How t o s e t t l e a.
on l e n g th o f c l a s s tim e .
E x p e rim e n t on s a t i s f a c t o r y (1)
le n g th o f tim e .
T r y I4.5 m i n u t e s w h i c h w i l l b e a p p r o v e d b y th e
s o lid s u b je c t te a c h e r s b u t n o t by th e
s h o p a n d home e c o n o m i c s i n s t r u c t o r s . (2 )
Recommend 5 5 m i n u t e s w h i c h w i l l make t h e s h o p men h a p p y b u t w i l l f i n d t h e c h i l d r e n re s tle s s
b.
i n m a th e m a tic s .
C o m p ro m ise o n a 5 0 m i n u t e p e r i o d .
How t o b u d g e t t h e d a y i n t o a.
c la s s p e rio d s.
L o a d b u s s e s a t t h e e n d o f t h e d a y b y 3 P* m.
14-9
b.
D i v i d e t h e m in u t.e s i n t h e b u s d a y b y 50 m in u te s s e t up f o r e a c h c l a s s .
c.
S e t u p s e v e n p e r i o d s a n d a s h o r t home ro o m p e rio d .
d. 6.
R e se rv e one p e r i o d f o r lu n c h .
How t o w o r k i n l u n c h p e r i o d s
c o in c id e n ta l to
a p p e t i t e , a p p e a l. a.
E co n o m iz e on t h e u s e o f p la y g r o u n d a n d c a f e t e r i a by s e t t i n g up a d o u b le lu n c h p e r io d .
b.
B e g in th e f i r s t
lu n ch p e rio d b e fo re noon
r a th e r th a n a f t e r . (1)
Bus c h i l d r e n b r e a k f a s t e a r l y .
(2)
T h is p r e v e n ts
th e se c o n d lu n c h fro m
f a l l i n g a f t e r 1 . p . m. c.
C h o o se y o u n g e s t c h i l d r e n t o
go t o l u n c h f i r s t
s i n c e s m a l l e r c h i l d r e n e a t m o re f r e q u e n t l y . ( S e e E x h i b i t G-) 7.
8.
How t o make t i m e f o r i n t e r - c l a s s
gam es.
a.
Run a n i n t r a - m u r a l s p o r t s p r o g r a m a t n o o n .
b.
E xcuse p l a y e r s f i v e m in u te s e a r i y to lu n c h .
How t o w o r k i n a s s e m b l y o r o t h e r e x t r a - c u r r i c u l a r a f f a i r s w h en b u s c h i l d r e n m u s t l e a v e
s c h o o l p ro m p t
ly a.
S e t up a s p e c i a l day p ro g ram on th e b e l l c lo c k , (1)
Cut t e n m in u te s o f f e a c h c l a s s p e r i o d .
50
* •S* * 3§» *
BELL SCHEDULE S e v e n t h G-rade
| Home Room#
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0 5 — F i r s t B e l l - — ----- Home Room 15— T ardy B e l l 25— P a s s in g B e ll P e rio d 1 30— T ardy B e l l - - - - 20— P a s s in g B e ll 25— T ardy B e l l - - - - P e rio d 2 15— P a ss in g B e ll 20— T ard y B e l l - - - - - P e r i o d 3 10— P a ssin g B e ll 15 — T ardy B e l l - - - - - P e r i o d 4 05— P a ss in g B e ll 1 0 — T ard y B e l l — - - - - - P e r i o d 5 00— P a ssin g B e ll (L unch) 0 5 — T ardy B e l l - - - - - P e r i o d 6 55— P a ss in g B e ll 0 0 — T ardy B e l l - - - - - - P e r i o d 7 50— D ism issa l B e ll 0 0 — B us B e l l 3 0 — T eachers* D is m is s a l
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